First Step to Success is a manualized early intervention program with documented success in reducing the problem behavior of young children. Walker and colleagues (2005) are now engaged in analyses of variables that will increase the proportion of children for whom First Step is effective. A possible enhancement to the First Step to Success protocol is the use of functional behavioral assessment and individualized, function-based behavior support. The present analysis provides a case study with one 6-year-old student who received First Step to Success. Following the coaching phase of First Step, a reversal design was employed in which function-based features of behavior support were withdrawn and then re-implemented. Analysis of problem behavior and academic engagement data suggests that incorporation of function-based features enhanced the impact of First Step to Success. Implications for modifications of the First Step protocol and future research are provided.
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