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Functional assessment-based interventions are a tertiary support that have been incorporated in many three-tiered models of prevention to support students who do not respond to more global prevention efforts. Although endorsed by host of reputable organizations (e.g., National Association of School Psychologists) and mandated in Individuals with Disabilities Education Act (IDEA, 1997, 2004), concerns have been raised that this mandate may not be warranted if functional assessment-based interventions do not meet minimum criteria to establish this as an evidence-based practice. One issue contributing to this concern is variability in the functional assessment process. John Umbreit and colleagues (2007) have attempted to address this concern by introducing a systematic approach that includes (a) a Function Matrix to analyze functional assessment data and identify the hypothesized function(s) of the target behavior and (b) a Function-Based Intervention Decision Model to guide intervention planning. In this chapter, we applied the core quality indicators for single-case research developed by Horner, Carr, Halle, McGee, Odom, and Wolery (2005) to studies conducted using this practice to determine the extent to which this systematic approach to functional assessment-based interventions met the standards for evidence-based practices for use in educational settings across the K-12 continuum for students with or at-risk for high incidence disabilities. If this practice is deemed to meet criteria, then this systematic approach may be particularly useful in meeting the mandate established in IDEA. Results suggest that it may be appropriate to establish this systematic method as a promising practice.

Tiered systems may hold particular benefit for students with intensive intervention needs, as this continuum of supports is ideally comprised of evidence-based practices. In this chapter, we explore three intensive interventions: functional assessment-based interventions (FABI), First Step to Success, and Read 180 as they feature a range of practices and programs to meet students' academic, behavioral, and social needs. We define and describe each intervention, including information on essential features necessary for drawing valid inferences: treatment integrity, social validity, as well as student performance. We also provide examples of supporting evidence, featuring treatment-outcome studies documenting intervention effectiveness. We close with clarifications and considerations for meeting the multiple needs of students requiring intensive intervention efforts.

Recent years have brought significant advances in research on behavioral ethics. However, research on ethical decision making is still in a nascent stage. Our objective in this paper is twofold: First, we argue that the practice of mindfulness may have significant positive effects on ethical decision making in organizations. More specifically, we will discuss the benefits of “reperceiving” – a meta-mechanism in the practice of mindfulness for ethical decision making and we provide an overview of mindfulness research pertaining to ethical decision making. Subsequently, we explore areas in which neuroscience research may inform research on ethics in organizations. We conclude that both neuroscience and mindfulness offer considerable promise to the field of ethical decision making.

THAT, TO BE SURE, was the cry of the lookout man on the old style whaler before the days when those creatures were found to be an endangered species and steps taken internationally to safeguard them. It was the cry when the harpoon was sharpened and got ready to fire into the soft body of the victim.

The paper explores the potentialities for accounting research on the household, individual and family. It is suggested that the home has not been construed in accounting as an arena worthy of academic study due to the preoccupation with concerns in the glamorised and professional world of the “public”. Yet, the social and behavioural implications of the practice of accounting in the home are potentially as profound as they are in institutions which inhabit the public domain. The paper presents a series of vignettes of the manner in which issues pertaining to accounting and accountability have engaged practitioners in other disciplines. It attempts to reveal interfaces between accountants and students of the home drawn from history, law, personal finance, economics and statistics, and sociology. Argues that the accounting academy has a significant contribution to make in the “explosion” of research activity on household‐family systems in their contemporary and historical perspectives. Such participation would also enrich our understanding of accounting as a social and institutional practice.

In addressing positive general education teaching practices for use with students with or at risk for emotional and behavioral disorders (EBD), the chapter emphasizes teacher behavior change research that has been informed by applied behavior analytic (ABA) principles. Its central theme is that general education teachers can access research informed by ABA in developing prosocial instructional and management practices. Highlighted teaching practices include fostering correct academic responses from students, increasing active student response, and using contingent praise with regularity. The chapter also discusses functional behavioral assessment, positive behavioral interventions and supports, and controversial behavior change issues surrounding seclusion and restraints and medication, topics related to teaching students with or at risk for EBD in general education settings.

In a mechanism for synchronizing multiple prime movers, a liquid pump, a plurality of hydraulic motors in series therewith, there being a hydraulic motor for each prime mover, differential means associated with each of said prime movers and operable by the difference in relative speeds of said prime movers and said hydraulic motors, and mechanical connecting means positively connecting a speed control member of each of said prime movers with the respective differential means for governing the speed of each of said prime movers.

Purpose – Initial explorations in the burgeoning field of neuroeconomics have highlighted evidence supporting a potential dissociation between a fast automatic system and a slow deliberative controlled system. Growing research in the role of emotion in decision-making has attempted to draw parallels to the automatic system. This chapter will discuss a theoretical framework for understanding the role of emotion in decision-making and evidence supporting the underlying neural substrates.

Design/Methodology/Approach – This chapter applies a conceptual framework to understanding the role of emotion in decision-making, and emphasizes a distinction between expected and immediate emotions. Expected emotions refer to anticipated emotional states associated with a given decision that are never actually experienced. Immediate emotions, however, are experienced at the time of decision, and either can occur in response to a particular decision or merely as a result of a transitory fluctuation. This chapter will review research from the neuroeconomics literature that supports a neural dissociation between these two classes of emotion and also discuss a few interpretive caveats.

Findings – Several lines of research including regret, uncertainty, social decision-making, and moral decision-making have yielded evidence consistent with our formulization – expected and immediate emotions may invoke dissociable neural systems.

Originality/value – This chapter provides a more specific conceptualization of the mediating role of emotions in the decision-making process, which has important implications for understanding the interacting neural systems underlying the interface between emotion and cognition – a topic of immediate value to anyone investigating topics within the context of social-cognitive-affective-neuroscience.