We reviewed the literature on function-based interventions (FBIs) implemented by school personnel in K–8 general education settings with a focus on intervention implementation. We identified 34 studies (70 students and FBIs) that met criteria for this review. For more than half of studies and participants, FBIs were implemented by general education teachers, delivered to male students in grades K–5, and involved both antecedent- and consequence-based strategies. Intervention fidelity was measured in 20 studies (59%). Teacher-training procedures were described in only 14 studies (41%), and researcher implementation fidelity of the teacher-training procedures was not measured in any studies. Application of Council for Exceptional Children quality indicators led to an evidence-based classification of “insufficient evidence” due to no studies meeting 100% of the quality indicators. However, 8 studies met greater than 75% of the quality indicators and established at least 1 functional relation between a teacher-implemented FBI and student challenging behavior.

中文翻译：

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K-8 通识教育环境中基于功能的干预：关注教师实施

我们回顾了学校人员在 K-8 普通教育环境中实施的基于功能的干预 (FBI) 的文献，重点是干预的实施。我们确定了 34 项研究（70 名学生和 FBI）符合本次审查的标准。对于超过一半的研究和参与者，联邦调查局由通识教育教师实施，提供给 K-5 年级的男学生，并涉及基于前因和后果的策略。在 20 项研究 (59%) 中测量了干预保真度。只有 14 项研究（41%）描述了教师培训程序，并且没有任何研究测量研究人员对教师培训程序的实施保真度。由于没有研究达到 100% 的质量指标，特殊儿童委员会质量指标的应用导致了“证据不足”的循证分类。然而，有 8 项研究满足了超过 75% 的质量指标，并在教师实施的 FBI 与学生挑战行为之间建立了至少 1 种功能关系。