Decreasing student behavior problems and fostering academic engagement through function‐based support and fading of token reinforcement

This study examined the effects of function-based behavior support plans (BSPs) on the persistent behavior problems and lack of academic engagement of three, 7- to 8-year-old, male students from two public schools in Iceland. Based on the results of functional behavioral assessments, BSPs were created for each participant. Each plan included a token system. The goal for all students was to foster independent functioning. A multiple baseline across participants showed that disruptive behavior decreased by 85% on average and academic engagement increased by 78% on average. Statistical analyses suggest significant positive effects were obtained. Findings suggest that persistent behavior problems can be reduced and independent academic engagement fostered in inclusive school settings through function-based BSPs with gradual fading of token reinforcement.