A decision model was used to systematically construct function-based interventions for the disruptive behaviors of three young children (ages 3.75—4.75 years) receiving special education services in inclusive preschool settings. The study was conducted in three phases. In Part 1, descriptive functional behavioral assessments (FBAs) were conducted. Each FBA included structured interviews and direct observations that were used to identify the functions of target behaviors. In Part 2, function-based interventions were constructed for each participant . In Part 3, these interventions were implemented within ongoing activities in their preschool classrooms. The study covered nearly 9 weeks. Baseline and intervention were conducted for 17 sessions (nearly 6 weeks). Follow-up data were collected weekly for an additional 3 weeks. The interventions, when implemented correctly, produced dramatic improvements in the students’ behavior. Implications for future research are discussed.
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