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A Systematic Review of School Personnel's Involvement in Function-Based Intervention for Students With Extensive
Virginia L Walker1, Megan E Carpenter2, Meghan Edwards-Bowyer2
1University of North Carolina at Charlotte, USA.
Behavior Modification
|June 24, 2026
Summary
Function-based interventions (FBIs) show promise for students with extensive support needs (ESN). School personnel are often implementers, but researchers lead assessments in these challenging behavior interventions.
Area of Science:
- Behavioral Psychology
- Special Education
- Applied Behavior Analysis
Background:
- Function-based interventions (FBIs) are recognized for their effectiveness with individuals with intellectual and developmental disabilities.
- Limited research exists on FBIs specifically for students with extensive support needs (ESN) and the role of school personnel in their development and implementation.
Purpose of the Study:
- To systematically review existing research on FBIs for students with ESN in K-12 settings.
- To examine the involvement of school personnel in the development and implementation of FBIs for students with ESN.
- To identify challenging behaviors addressed by FBIs in this population.
Main Methods:
- A systematic literature review was conducted, analyzing 14 single-case research studies from K-12 U.S. school settings.
- Studies published between 2006 and March 2025 were identified through searches of 10 online databases, reference lists, and 19 journals.
- Descriptive analyses focused on school personnel involvement and the roles of researchers and implementers.
Main Results:
- School personnel engagement in FBIs for students with ESN varied significantly across studies.
- Researchers predominantly led functional behavior assessments (FBAs), while school personnel often served as the primary implementers of FBIs.
- The review included data on 18 students with ESN and focused on addressing challenging behaviors.
Conclusions:
- Findings indicate a pattern of school personnel involvement in FBI implementation for students with ESN, though their role in assessment is less defined.
- The limited number of studies and participants restricts the generalizability of findings.
- Further research is needed with more detailed descriptions of student characteristics and intervention details.
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