This study evaluated the effects of a function-based self-advocacy (FBSA) intervention, which provided systematic and explicit instruction to three students with or at risk for emotional and behavioral disorders on how to self-advocate their needs in regard to behavioral support based on the function of their behavior. We used a single-case, multiple-probe across-participants design and measured participants’ problem behaviors and replacement behaviors to determine the intervention effects. Results showed a functional relation between FBSA and reduction of problem behaviors. There also was an increase in replacement behaviors upon implementation of the FBSA training. In addition, a descriptive analysis of students’ ability to complete steps to self-advocate needs indicated an increase in the number of responses emitted or steps completed across both intervention and generalization settings.

本研究评估了基于功能的自我倡导 (FBSA) 干预的效果，该干预为三名患有或有情绪和行为障碍风险的学生提供了系统和明确的指导，指导他们如何自我倡导基于行为支持的需求。关于他们行为的功能。我们使用单案例、多调查的跨参与者设计并测量参与者的问题行为和替代行为来确定干预效果。结果表明 FBSA 与减少问题行为之间存在函数关系。在实施 FBSA 培训后，更换行为也有所增加。此外，