Study objectives: This study discussed positive behavioral support(PBS) for a student's aggressive behavior in the contextual fit perspective. Consideration was given to whether revision of O'Neill's functional assessment methodology in the case of peer directed aggressive behavior was effective or not and how classroom teachers could implement PBS in the ongoing school systems. Design: Pre-post evaluation as well as developmental evaluation were used in intervention. Settings: This study was conducted when coming to school and lunch break settings where aggressive behavior occurred frequently and in a classroom setting in a high school for students with mental handicaps. Participants: A first-year high school boy with a mental handicap and showing aggressive behavior, students subject to his aggression, and classroom students or other students. General procedure: Based on the assessment of practical condition for classroom teachers in the school system, how to conduct functional assessment, planning and procedure were decided while preventing the occurrence of aggressive behavior. The procedure consisted of selecting social skills based on functional assessment to improve the interaction of both the target student and the other students. Then, in the classroom setting, we trained the target student in basic skills and instructed on how to facilitate appropriate interaction by arranging an opportunity, while teachers prevented aggressive behavior when students came to school and at the lunch break setting. Measures: The target student's aggressive behaviors, appropriate behaviors, the number of interactions, and the interaction pattern with the other students, were measured. Results: Both when coming to school and in the lunch break setting, aggressive behaviors decreased, while appropriate interaction with the other students increased. Conclusion: Intervention based on the analysis of the interaction and the revision of O'Neill's methodology were effective to deal with the interactive aggressive behavior. Also, some processes were expressed for functional assessment and intervention by classroom teachers to be implemented in the context of the high school system.

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Study objective: To examine the effects of intervention to reduce inappropriate parking of bicycles and motorcycles near/on braille sidewalks(i.e., a sidewalk with braille indications as to location)for persons with impaired vision at a Japanese university. Design: A multiple baseline design across settings was used to evaluate the effects of vertical signs. Setting: Three areas around braille sidewalks at that university. Subjects: The 723 riders parking near/on braille sidewalks. Intervention: Vertical signs that indicate: "PARKING BICYCLES & MOTORCYCLES NEAR/ON BRAILLE SIDEWALKS FORBIDDEN." These signs were placed around calss buildings and the library. Measure: Counting the bicycles and motorcycles parked near/on braille sidewalks. Results: After introducing the signs near braille sidewalks around the class buildings and the library, a reduction in the average numbers of these inappropriately parked bicycles and motorcycles was observed. When the signs were taken down, there were still fewer bikes and motorbikes parked around class buildings and library. Conclusion: Although the signs were indeed helpful in reducing such inappropriate parking, the effects were different in 2 areas. Results are discussed with respect to becoming more effective along with general interventions to reduce such parking.

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