This study investigated the effects of adding individualized, function-based support to the well-documented early intervention, First Step to Success. A single-subject multiple-baseline design was applied across three, K-1 students who did not respond to standard First Step to Success procedures. A functional behavioral assessment and individualized function-based support plan was added to the First Step protocol. The multiple baseline analysis documented an effect between adding individualized, function-based supports to the standard First Step program and both (a) a decrease in problem behavior and (b) an increase in academic engagement. Implications of the results are provided for the design of school-based behavior support, implementation of First Step to Success, and applications of manualized interventions.
Carter, Deborah and Horner, Robert H.. (2009). "Adding Function-Based Behavioral Support to First Step to Success: Integrating Individualized and Manualized Practices". Journal of Positive Behavior Interventions, 11(1), 22-34. http://dx.doi.org/10.1177/1098300708319125