Carl J Liaupsin

Interests

Research

Exploring school-wide and individualized applications of positive behavior support has been the focus of my research for the past 21 years. Positive behavior support (PBS) refers to the use of non-aversive principles of behavior analysis to create socially important change. School-wide applications of PBS employ behaviorally based principles, a prevention focus, and a systems approach to promote safe and productive school cultures. Individualized applications of PBS use many of the same principles to develop personalized intervention plans that achieve socially, academically, and culturally relevant improvements in the lives of youth who experience challenges.My current focus on individualized applications of PBS is related to treatment integrity (TI). At the most basic level, TI is the degree to which a practice or intervention is implemented as intended. TI is gaining importance in the field of education; evidence-based practices are only useful to the degree that they are adopted and implemented.

Teaching

My continued approach to teaching is to provide current, research-based content while striving to present coursework that models appropriate instructional practices. I have expertise in teaching courses in applied behavior analysis, single subject research methodology, policies and procedures in special education, and characteristics of students with mild-moderate disabilities. With respect to modes of teaching, I have created and delivered traditional classroom courses, hybrid courses, and fully on-line courses.

Courses

Scholarly Contributions

Books

• Upreti, G., & Liaupsin, C. J. (2014). Understanding Treatment Integrity. In Scarlett, G. (Ed.), Classroom management: From A to Z.. Thousand Oaks, CA: Sage Publications.
• Liaupsin, C. J., Scott, T. M., & Nelson, C. M. (2000). Functional Behavioral Assessment: An Interactive Training Module. User's Manual & Facilitator's Guide. Second Edition.. Longmont, CO: Sopris West, 4093 Specialty Place, Longmont, CO 80504 ($79). Tel: 303-651-2829; Web site: http://www.sopriswest.com..
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  Training manual to accompany computer software program
• Liaupsin, C. J., Scott, T. M., & Nelson, C. M. (2000). Functional Behavioral Assessment: An Interactive Training Module. User's Manual & Facilitator's Guide. ERIC.

Chapters

• Clift, R. T., & Liaupsin, C. (2020). Self-Study and Education Policy: Toward Understanding the Presence of Absences. In International Handbook of Self-Study of Teaching and Teacher Education Practices. Springer Nature. doi:10.1007/978-981-13-6880-6_7
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  Self-studies of policy are the nexus between what was transmitted concerning desirable practice; how that transmission was understood, accepted, rejected, or modified; the actions and reactions that preceded, accompanied, or followed; and any change that occurred either to those affected by the policy or any modification, revision, or abandonment of the policy itself. In this chapter, we examined the direct and indirect effects of policy at the national, state, and local levels, based on peer-reviewed articles from 1999 to 2017. We found that the studies documented the way in which policy directly or indirectly affected teaching, but not how self-study researchers affected policy. We also found that policy effects often (and sometimes negatively) engaged teacher educators’ emotions. We call for greater attention by self-study researchers to examining the links between teacher education and teacher education policy, particularly the ways in which teacher educators can participate in creating or modifying education policies.
• Liaupsin, C. J., Ferro, J. B., & Umbreit, J. (2012). Treatment integrity in intervention research: Models, measures, and future directions. In Classroom Behavior, Contexts, and Interventions(pp 301--322). Emerald Group Publishing Limited.
• Liaupsin, C. J., & Scott, T. M. (2008). Disruptive Behavior. In In R. Morris & N. Mather (Eds.), Evidence-based interventions for students with learning and behavioral challenges(pp pp. 59-78). New York, NY: Taylor and Francis. doi:10.4324/9780203938546-12
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  It is common for teachers and other school personnel to describe challenging student behavior as one of the most significant issues in education. In fact, teachers report that challenging student behavior is the most difficult and stressful aspect of their job (e.g., Furlong, Morrison, and Dear, 1994; Kuzsman and Schnall, 1987; Safran and Safran, 1988). Further, they report that the most distracting and time-consuming problem behaviors are not necessarily the most intense, but the most frequent (Sprague and Walker, 2000). The most frequently cited problem behaviors include simple non-compliance and disrespectful interaction that disrupt the learning routine. Perhaps the most difficult type of behavior that teachers are asked to deal with are those that are considered “disruptive.” These include student acts that range in severity from mild forms such as “talkingout” and “interrupting” to more serious forms such as “fighting, " “theft, " and “bullying.” Disruptive, aggressive, and anti-social behaviors can have a range of problematic outcomes for teachers, administrators, and students.

Journals/Publications

• Erstad, B. L., Romero, A., Miller, R., Liaupsin, C., Thienhaus, O. J., Wagner, P., Schlager, E., & Brazeau, G. A. (2021). Equity for and inclusion of non-tenure-track pharmacy faculty within academia. American Journal of Pharmaceutical Education, 85(Issue 3). doi:10.5688/ajpe8428
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  Although there are at least twice as many non-tenure-track first-time pharmacy faculty as tenured and tenure-track first-time pharmacy faculty entering academia based on data collected from 2013 to 2019, there are ongoing equity, inclusion, and advancement issues between these categories of faculty that require consideration. Contracts with clear descriptions of responsibilities are needed along with reg-ular evaluations and promotion opportunities based on the faculty member’s performance of the assigned responsibilities, appropriate compensation including fringe benefits, inclusion in institutional voting and governance, and due process protections against abrupt termination. Further, universities and schools and colleges of pharmacy should foster a culture that values all faculty regardless of rank or position. The purpose of this commentary is to describe ongoing efforts and lessons learned by one public university with a college of pharmacy that has non-tenure-track and tenure-track faculty. Our hope is to provide insight into how these experiences could be used as a basis to inform changes in policy by other universities with a school or college of pharmacy, as well as to inform possible changes to the Academy’s policies.
• Hanks, M., Hartzell, R. I., Lane, C. J., Liaupsin, C. J., & Umbreit, J. (2020). Peer-Supported Inclusive Social Skills Instruction for Elementary Students with Emotional and Behavioral Disorders. Education and Treatment of Children, 43(3), 237-250. doi:10.1007/s43494-020-00023-1
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  This study examined the effectiveness of an intervention package consisting of individualized lessons, adult-directed prompting, and peer support, in the acquisition and generalization of social skills by three elementary participants with emotional and behavioral disorders in an inclusive natural school environment. Prior to intervention, each participant exhibited deficits in social engagement compared to same-age peers. The study was conducted in two phases. In phase 1, assessment data were collected from a variety of sources to determine the social skills deficits and training targets for each student. During phase 2, the intervention package was implemented. Based on visual and statistical analysis of data, results demonstrated increased social engagement in the lunchroom (Tau-U = 1.00) and generalization of acquired social skills to an untrained inclusive environment (Tau-U = 0.80 and 0.94) for all participants. Implications, limitations, and directions for future research are presented.
• Clift, R. T., & Liaupsin, C. (2019). Affecting Education Policy through Border Crossing between Special Education and General Education. Studying Teacher Education, 15(1), 56--66.
• Clift, R., & Liaupsin, C. (2018). Pushing the policy boundaries: Special education and more general education working together through self-study. Pushing boundaries and crossing borders, 213.
• Bettini, E. A., Cumming, M. M., Merrill, K. L., Brunsting, N. C., & Liaupsin, C. J. (2017). Working conditions in self-contained settings for students with emotional disturbance. The Journal of Special Education, 51(2), 83--94.
• Liaupsin, C. J., & Cooper, J. T. (2017). Function-Based Intervention Plans: What and How to Teach. Beyond Behavior, 26(3), 135--140.
• Reeves, L., Ferro, J., Umbreit, J., & Liaupsin, C. (2017). The role of the replacement behavior in function-based intervention. Education and Training in Autism and Developmental Disabilities, 52(3).
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  Three students with autism spectrum disorder (ASD) who displayed off-task behavior participated in a two-phase study. In Phase 1, a functional behavioral assessment (FBA) was conducted for each student. In addition, an assessment of each student's ability to perform the replacement behavior identified that none of the participants was able to do so. In Phase 2, two function-based interventions were designed for each student. Both interventions included identical reinforcement and extinction procedures but different antecedent conditions. One intervention prompted performance of the replacement behavior. The other directly taught the student how to perform the replacement behavior. Both interventions were tested during classroom activities. For these students, the intervention that included teaching the replacement behavior produced high levels of on-task behavior. In contrast, the intervention without direct instruction produced much lower on-task levels that were only marginally higher than baseline. Implications for intervention design are included.
• Bettini, E. A., Brunsting, N. C., Cumming, M. M., Liaupsin, C. J., & Merrill, K. L. (2016). Working Conditions in Self-Contained Settings for Students With Emotional Disturbance. The Journal of Special Education, 51(2), 83-94. doi:10.1177/0022466916674195
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  Students with emotional disturbance (ED) depend upon special education teachers (SETs) to use evidence-based practices (EBPs) to promote their well-being. SETs, in turn, depend upon school leaders to provide working conditions that support learning and implementation of academic and social EBPs. We conducted an integrative narrative review of research examining working conditions SETs experience serving students with ED in self-contained schools and classes, to better understand whether SETs in these settings experience conditions necessary to effectively implement academic and social EBPs. Our findings suggest that conditions necessary for learning and implementing EBPs are seldom present in these settings. In addition, the extant research on SETs’ working conditions in these settings is largely disconnected from research investigating teachers’ use of EBPs.
• Gann, C. J., Gaines, S. E., Antia, S. D., Umbreit, J., & Liaupsin, C. J. (2015). Evaluating the effects of function-based interventions with deaf or hard-of-hearing students. The Journal of Deaf Studies and Deaf Education, 20(3), 252--265.
• Hartzell, R., Gann, C., & Liaupsin, C. J. (2015). Increasing social engagement in an inclusive environment. Education and Training in Autism and Developmental Disabilities, 50(3), 264-277. doi:10.1177/0741932513501088
• Hartzell, R., Liaupsin, C., Gann, C., & Clem, S. (2015). Increasing social engagement in an inclusive environment. Education and Training in Autism and Developmental Disabilities, 264--277.
• Liaupsin, C. J. (2015). Improving treatment integrity through a functional approach to intervention support. Behavioral Disorders, 41(1), 67--76.
• Gann, C. J., Ferro, J. B., Umbreit, J., & Liaupsin, C. J. (2014). Effects of a comprehensive function-based intervention applied across multiple educational settings. Remedial and Special Education, 35(1), 50--60.
• Gann, C. J., Gaines, S. E., Antia, S. D., Umbreit, J., & Liaupsin, C. J. (2014). Evaluating the effects of function-based interventions with deaf or hard-of-hearing students. Journal of Deaf Studies and Deaf Education, 20(Issue 3). doi:10.1093/deafed/env011
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  This study examined the effectiveness of function-based interventions with students who are deaf or hard of hearing (D/HH). The participants were 3 elementary-aged males attending a center school for the deaf who exhibited chronic offtask behaviors throughout the school day. This study was conducted across 2 phases: (a) a descriptive functional behavior assessment (FBA) was conducted for each participant and (b) individualized function-based interventions were developed based on the results of the FBAs, followed by the implementation of the interventions in each classroom using a singlesubject, ABAB reversal design. The function-based interventions significantly improved each participant's on-task behavior in his classroom environment. Furthermore, social validity ratings by each teacher revealed that the interventions were effective, easy to implement, and appropriate for each participant. Implications for application of the procedures used in this study with the D/HH population, limitations, and directions for future research are discussed.
• Gann, C., Ferro, J. B., Umbreit, J., & Liaupsin, C. J. (2014). Determining the effect of a comprehensive function-based intervention applied across multiple educational settings. Remedial and Special Education, 35(1), 50-60.
• Hoge, M. R., Liaupsin, C. J., Umbreit, J., & Ferro, J. B. (2014). Examining placement considerations for students with emotional disturbance across three alternative schools. Journal of Disability Policy Studies, 24(4), 218--226.
• Janney, D. M., Umbreit, J., Ferro, J. B., Liaupsin, C. J., & Lane, K. L. (2013). The effect of the extinction procedure in function-based intervention. Journal of positive behavior interventions, 15(2), 113--123.
• Reeves, L. M., Umbreit, J., Ferro, J. B., & Liaupsin, C. J. (2013). Function-based intervention to support the inclusion of students with autism. Education and Training in Autism and Developmental Disabilities, 379--391.
• Whitford, D. K., Liaupsin, C. J., Umbreit, J., & Ferro, J. B. (2013). Implementation of a single comprehensive function-based intervention across multiple classrooms for a high school student. Education and Treatment of Children, 36(4), 147--167.
• Ferro, J. B., Hoge, M. R., Liaupsin, C. J., & Umbreit, J. (2012). Examining Placement Considerations for Students With Emotional Disturbance Across Three Alternative Schools. Journal of Disability Policy Studies, 24(4), 218-226. doi:10.1177/1044207312461672
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  The continuum of educational environments exists to ensure the most appropriate and least restrictive educational setting for students with disabilities. One setting schools use to provide services to students with an emotional disturbance (ED) is an alternative school. How schools make decisions regarding student placement into and out of this setting lacks examination. This study identifies factors considered when making placements into and out of three alternative schools for students with ED. A mixed-methods approach was used to collect data from key stakeholders from each school involved with decision-making authority regarding student placement. Findings include (a) limited transitioning of students back to less restrictive settings, (b) greater number of factors considered during exit decisions from alternative schools than entry, and (c) student’s return to a less restrictive setting not contingent on those factors considered when placing the student into the school.
• Ferro, J. B., Janney, D. M., Lane, K. L., Liaupsin, C. J., & Umbreit, J. (2012). The Effect of the Extinction Procedure in Function-Based Intervention. Journal of Positive Behavior Interventions, 15(2), 113-123. doi:10.1177/1098300712441973
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  In this study, we examined the contribution of the extinction procedure in function-based interventions implemented in the general education classrooms of three at-risk elementary-aged students. Function-based interventions included antecedent adjustments, reinforcement procedures, and function-matched extinction procedures. Using a combined ABC and reversal phase design (A-B-A-B-C-B), a functional relation between the full intervention and dramatically improved levels of on-task behavior were clearly established. On removal of the extinction procedure, on-task behavior rapidly dropped to lower levels. Reinstatement of the full intervention occurred following the partial intervention condition. In every case, on-task levels rapidly improved. Using the Intervention Rating Profile–15 and Children’s Intervention Rating Profile, acceptability ratings were highest for full intervention. Limitations and implications for further research are presented.
• Mathur, S. R., Liaupsin, C. J., & Clark, H. G. (2012). Introduction. Education and Treatment of Children, 35(4), 495-497.
• Wood, B. K., Ferro, J. B., Umbreit, J., & Liaupsin, C. J. (2011). Addressing the challenging behavior of young children through systematic function-based intervention. Topics in Early Childhood Special Education, 30(4), 221--232.
• Mathur, S. R., & Liaupsin, C. J. (2010). Introduction. Education and Treatment of Children, 33(4), 493-495.
• Nahgahgwon, K. N., Umbreit, J., Liaupsin, C. J., & Turton, A. M. (2010). Function-based planning for young children at risk for emotional and behavioral disorders. Education and Treatment of Children, 33(Issue 4). doi:10.1353/etc.2010.0005
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  This study examined the efficacy of function-based intervention for young children at-risk for emotional and behavioral disorders (EBD) in inclusive environments. Participants were two kindergarten students and one first-grade student, all of whom exhibited chronic disruptive behavior in the classroom despite previous interventions implemented through their school's existing behavioral support system. The study was conducted across three phases: (a) a descriptive functional behavioral assessment (FBA) was completed for each student, (b) a systematic process was used to construct and then test individualized interventions, and (c) the interventions were then provided to each student during his most problematic classroom activity using a multiple baseline design. Classroom interventions substantially improved the on-task behavior of each student, and social validity ratings by teachers showed strong preference for the function-based intervention over the previously used classroom practices. Implications, limitations, and directions for future research are presented.
• Nahgahgwon, K. N., Umbreit, J., Liaupsin, C. J., & Turton, A. M. (2010). Function-based planning for young children at risk for emotional and behavioral disorders. Education and Treatment of Children, 537--559.
• Upreti, G., Liaupsin, C., & Konnce, D. (2010). Stakeholder utility: Perspectives on school-wide data for measurement, feedback, and evaluation. Education and Treatment of Children, 33(4), 497-511.
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  Abstract: More than 10,000 schools in the United States have adopted the multi-tiered model of behavioral and academic supports known as school-wide positive behavior interventions and supports (PBIS). Schools and districts adopting, implementing, and sustaining PBIS are charged with collecting and disseminating data generated by and related to students, parents, teachers, and administrators. Additionally, researchers and technical assistance providers collect school- and district-level measures to measure outcomes related to PBIS implementation. The interests and needs of this broad range of stakeholders impact the usefulness of each piece of data that is collected for each stakeholder group. This paper presents a construct called stakeholder utility, driven by stakeholder role and purpose, which may help stakeholders design and appraise measures to be used for assessment, evaluation, and research.
• Upreti, G., Liaupsin, C., & Koonce, D. (2010). Stakeholder utility: Perspectives on school-wide data for measurement, feedback, and evaluation. Education and Treatment of Children, 497--511.
• Wood, B. K., Ferro, J. B., Umbreit, J., & Liaupsin, C. J. (2010). Addressing the Challenging Behavior of Young Children Through Systematic Function-Based Intervention. Topics in Early Childhood Special Education, 30(4), 221-232. doi:10.1177/0271121410378759
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  A decision model was used to systematically construct function-based interventions for the disruptive behaviors of three young children (ages 3.75—4.75 years) receiving special education services in inclusive preschool settings. The study was conducted in three phases. In Part 1, descriptive functional behavioral assessments (FBAs) were conducted. Each FBA included structured interviews and direct observations that were used to identify the functions of target behaviors. In Part 2, function-based interventions were constructed for each participant. In Part 3, these interventions were implemented within ongoing activities in their preschool classrooms. The study covered nearly 9 weeks. Baseline and intervention were conducted for 17 sessions (nearly 6 weeks). Follow-up data were collected weekly for an additional 3 weeks. The interventions, when implemented correctly, produced dramatic improvements in the students’ behavior. Implications for future research are discussed. © 2011, Hammill Institute on Disabilities. All rights reserved.
• Mathur, S., Griller-Clark, H., & Liaupsin, C. J. (2009). Severe behavior disorders of children and youth: Introduction. Education and Treatment of Children, 32(4), 509-511.
• Underwood, M., Umbreit, J., & Liaupsin, C. (2009). Efficacy of a systematic process for designing function-based interventions for adults in a community setting. Education and Training in Developmental Disabilities, 44(1).
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  This study examined the efficacy of a systematic process for matching behavioral interventions to assessed function(s) of problem behavior with adults with developmental disabilities in a community-based day program. Previous applications of the technique were found to be effective with school-age students in classroom settings. Participants were three adults (ages 48-63) with developmental disabilities who displayed long-standing inappropriate social interactions. The study was conducted in two phases. In Phase 1, descriptive FBAs were conducted. Each FBA included structured interviews and direct observations that were used to identify the functions of target behaviors. In Phase 2, function-based interventions were systematically constructed for each participant, and then implemented for an extended period (8 weeks) within ongoing activities at their day program. The mean response rates of appropriate social interaction increased immediately when intervention was introduced, whereas the mean response rates of inappropriate social interaction decreased. Data on treatment integrity (level of implementation) were collected for every session and documented that the interventions were implemented with high levels of fidelity. In addition, staff gave the function-based interventions high acceptability ratings, indicating they viewed the interventions as socially valid and preferable to the procedures they used before intervention. © Division on Developmental Disabilities.
• Liaupsin, C. J., Scott, T. M., Morris, R. J., & Mather, N. (2008). Disruptive behavior. Evidence-based interventions for students with learning and behavioral challenges, 59--78.
• Mathur, S. R., Liaupsin, C. J., & Griller-Clark, H. (2008). Severe behavior disorders of children and youth: Editors' introduction. Education and Treatment of Children, 31(4), 441-443.
• Mathur, S. R., Liaupsin, C. J., & Griller-clark, H. (2007). Severe Behavior Disorders of Children and Youth: Editors' Introduction. Education and Treatment of Children, 31(4), 441-443. doi:10.1353/etc.0.0039
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  This special issue of Education and Treatment of Children represents a peer-reviewed sample of the best research presented at the 31st Annual Teacher Educators for Children with Behavioral Disorders. The seven articles presented in this special issue were reviewed and selected for publication by consulting editors from Education and Treatment of Children and other researchers from the field with specific expertise in the topic of the article. The articles address a broad range of topics in the field of emotional and behavioral disorders. This issue is also notable in that it is dedicated to the memory of Robert B. Rutherford. Dr. Rutherford established the TECBD Conference in 1976 with the mission of disseminating quality research in the field of emotional and behavioral disorders. For 30 years, Dr. Rutherford furthered this work by annually editing a compilation of the original research presented at the TECBD conference. The yearly conference and subsequent publications have helped to increase our knowledge of children with emotional and behavioral disorders and improve the services and supports available to them. The co-editors of this special issue therefore dedicate this issue to the memory of Robert B. Rutherford. Researchers in fields of EBD and juvenile justice have long understood the importance of identifying the needs of detained and committed youth. In their study of 555 incarcerated boys, Krezmien, Mulcahy, and Leone provide updated data and new insight into the characteristics of these young people. Their review of academic and mental health data finds high rates of youth with disabilities and high rates of prior therapy. The authors also perform further analyses of the data to determine whether intake data are predictive of special education status or placement in detention. The current focus on prevention of problem behavior through positive behavioral interventions and supports (PBIS) provides the backdrop for two articles in this issue of Education and Treatment of Children. The effective implementation of school-wide PBIS requires the use of research practices that have not been broadly implemented or measured in general education settings. Lane, Kalberg, Bruhn, Mahoney, and Driscoll explore several of these practices in their review data gathered during first-year implementation of a PBIS project in two rural schools. Specifically, the authors examine variables associated with (1) variations in the treatment fidelity, (2) systematic screenings to identify at-risk students for targeted interventions, and (3) student access to reinforcement. The goal of implementing individualized PBIS interventions in schools is also leading researchers to explore whether services previously reserved for special education can be effectively applied in general education settings. Renshaw, Christensen, Marchant, and Anderson add to this literature base through an investigation of the effectiveness of training general education teachers in the use of function-based intervention planning. In the four cases describing the practice of individualized function-based planning, the authors found that general education teachers were able to develop and implement moderately effective intervention plans. The next article in this issue of ETC reminds us of the wide ranging effect that federal policy can have on research and practice. The Education Sciences Reform Act of 2002 established the Institute for Education Sciences (IES) and brought significant changes to the conduct of research in the field of emotional and behavioral disorders. …
• Turton, A. M., Umbreit, J., Liaupsin, C. J., & Bartley, J. (2007). Function-based intervention for an adolescent with emotional and behavioral disorders in Bermuda: Moving across culture. Behavioral Disorders, 23--32.
• Wood, B. K., Umbreit, J., Liaupsin, C. J., & Gresham, F. M. (2007). A treatment integrity analysis of function-based intervention. Education and Treatment of Children, 105--120.
• Blair, K. C., Liaupsin, C. J., Umbreit, J., & Kweon, G. (2006). Function-based intervention to support the inclusive placements of young children in Korea. Education and Training in Developmental Disabilities, 48--57.
• Liaupsin, C. J., Umbreit, J., Ferro, J. B., Urso, A., & Upreti, G. (2006). Improving academic engagement through systematic, function-based intervention. Education and Treatment of Children, 573--591.
• Liaupsin, C. J., McIntyre, J., Nelson, C. M., & Scott, T. M. (2005). Team-Based Functional Behavior Assessment as a Proactive Public School Process: A Descriptive Analysis of Current Barriers. Journal of Behavioral Education. doi:10.1007/s10864-005-0961-4
• Scott, T. M., Liaupsin, C., Nelson, C. M., & McIntyre, J. (2005). Team-based functional behavior assessment as a proactive public school process: A descriptive analysis of current barriers. Journal of Behavioral Education, 14(1), 57--71.
• Scott, T. M., McIntyre, J., Liaupsin, C., Nelson, C. M., Conroy, M., & Payne, L. D. (2005). An examination of the relation between functional behavior assessment and selected intervention strategies with school-based teams. Journal of Positive Behavior Interventions, 7(4), 205--215.
• Liaupsin, C. J., Jolivette, K., & Scott, T. M. (2004). Schoolwide systems of behavior support: Maximizing student success in schools. Handbook of research in emotional and behavioral disorders, 487--501.
• Robbins, V., Collins, K., Liaupsin, C., Illback, R. J., & Call, J. (2004). Evaluating school readiness to implement positive behavioral supports. Journal of Applied School Psychology, 20(1), 47--66.
• Scott, T. M., Bucalos, A., Liaupsin, C., Nelson, C. M., Jolivette, K., & DeShea, L. (2004). Using functional behavior assessment in general education settings: Making a case for effectiveness and efficiency. Behavioral Disorders, 29(2), 189-201.
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  Abstract: Under the 1997 Individuals with Disabilities Education Act, schools have a legal obligation to conduct functional behavior assessments (FBAs) when developing intervention plans for students with disabilities whose behaviors lead their individualized education program teams to consider a change in educational placement, including suspension and expulsion. However, FBA also holds significant promise as a procedure to be used proactively with students with behavioral challenges who are educated in part, or wholly, in general education classrooms. Unfortunately, current conceptualizations of FBA as a methodologically rigorous procedure pose significant and possibly insurmountable barriers to proactive implementation in general education settings. The authors analyze these barriers through a targeted review of the literature, an examination of how the characteristics of general education settings promote the use of less demanding FBA methodologies, and a consideration of situations in which certain FBA procedures generally are contraindicated. Finally, they advocate an active research agenda that is responsive to the particular challenges of public school settings and FBA students with and at risk for mild disabilities.
• Scott, T. M., Bucalos, A., Liaupsin, C., Nelson, C. M., Jolivette, K., & DeShea, L. (2004). Using functional behavior assessment in general education settings: Making a case for effectiveness and efficiency. Behavioral disorders, 29(2), 189--204.
• Scott, T. M., McIntyre, J., Liaupsin, C., Nelson, C. M., & Conroy, M. (2004). An examination of functional behavior assessment in public school settings: Collaborative teams, experts, and methodology. Behavioral Disorders, 29(4), 384-395.
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  Abstract: Recent literature regarding functional behavior assessment (FBA) in general education environments has been critical of the paucity of research in such settings, given the complex and often time-consuming nature of FBA. Less complex team-based FBA processes have been suggested as a realistic alternative for general education environments. This study describes an informal team-based FBA process implemented with 39 school-based teams who hypothesized behavioral function for students who had been referred. Data from these meetings was then supplied to three national FBA experts who attempted to generate hypotheses from the same information. Results indicate little agreement between teams and experts or between the experts themselves. Analysis of these data prompt a discussion of the possible effect that information sources, individual perceptions, and personal experiences play in the development of functional hypotheses.
• Scott, T. M., McIntyre, J., Liaupsin, C., Nelson, C. M., & Conroy, M. (2004). An examination of functional behavior assessment in public school settings: Collaborative teams, experts, and methodology. Behavioral disorders, 384--395.
• Liaupsin, C. J. (2003). The Comprehensive Evaluation of Professional Development Software: A Review of the Literature. Journal of Special Education Technology, 18(1), 29-37.
• Scott, T. M., Liaupsin, C. J., Nelson, C. M., & Jolivette, K. (2003). Ensuring student success through team-based functional behavioral assessment. Teaching Exceptional Children, 35(5), 16--21.
• Liaupsin, C. J. (2002). The comprehensive evaluation of a self-instructional program on functional behavioral assessment. Journal of Special Education Technology, 17(3), 5--25.
• Liaupsin, C. J. (2002). The comprehensive evaluation of professional development software: A critique of methodology. Journal of Special Education Technology, 18(1), 29--37.
• Scott, T. M., Nelson, C. M., Liaupsin, C. J., Jolivette, K., Christie, C. A., & Riney, M. (2002). Addressing the needs of at-risk and adjudicated youth through positive behavior support: Effective prevention practices. Education and Treatment of Children, 532--551.
• Liaupsin, C., Scott, T., & Nelson, C. (2001). Functional behavioral assessment: An interactive training module. AUSTRALASIAN JOURNAL OF SPECIAL EDUCATION, 86--87.
• Scott, T. M., Nelson, C. M., & Liaupsin, C. J. (2001). Effective instruction: The forgotten component in preventing school violence. Education and treatment of children, 309--322.
• Interventions, O. C., Sugai, G., Horner, R. H., Dunlap, G., Hieneman, M., Lewis, T. J., Nelson, C. M., Scott, T., Liaupsin, C., Sailor, W., & others, . (2000). Applying positive behavior support and functional behavioral assessment in schools. Journal of positive behavior interventions, 2(3), 131--143.
• Jolivette, K., Stichter, J. P., Nelson, C. M., Scott, T. M., & Liaupsin, C. J. (2000). Students with Emotional and Behavioral Disorders: Post-School Outcomes..
• Jolivette, K., Stichter, J. P., Scott, T. M., Liaupsin, C. J., & Nelson, C. M. (2000). Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders. ERIC/OSEP Digest E597.. ERIC Digest.
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  Early online publication through the Council for Exceptional Children

Presentations

• Hartzell, R., Gann, C., & Liaupsin, C. (2015, Fall). Social Engagement with Generalization for Students with Emotional Behavior Disorders. 39th Annual Conference of Teacher Educators for Children with Behavioral Disorders. Tempe, AZ.
• Liaupsin, C. J., & Zagona, A. (2015, Fall). A Functional Approach to Teacher Behavior. 39th Annual Conference of Teacher Educators for Children with Behavioral Disorders. Tempe, AZ.
• Liaupsin, C. J., Zagona, A., McNaboe, K., & Ewing, K. (2015, Fall). Turning the Tables: Using the ABC Format to Observe and Support Teachers. 39th Annual Conference of Teacher Educators for Children with Behavioral Disorders. Tempe, AZ.
• Liaupsin, C. J. (2014, Fall). Functional Relationships in Single Subject Research Designs. 38th Annual Conference of Teacher Educators for Children with Behavioral Disorders. Tempe, AZ: TECBD.
• Liaupsin, C. J., Zagona, A., & Bohjanen, S. (2014, Fall). Whose Behavior Needs to Change? Considering the Function of Teacher Behavior. 38th Annual Conference of Teacher Educators for Children with Behavioral Disorders. Tempe, AZ: TECBD.

Others

• Umbreit, J., & Umbreit, J. (2007). Functional behavioral assessment and function-based intervention: An effective, practical approach.
• Liaupsin, C. J. (2001). A comprehensive evaluation of a self-instructional multimedia program on functional behavioral assessment.
• Liaupsin, C. J. (1995). The effectiveness of a computer keyboarding program in increasing the rate and accuracy of keyboarding of elementary school students with learning disabilities and mild mental disabilities.