Trends and practices in functional behavior assessments completed by school psychologists

2018 ◽  
Vol 56 (3) ◽  
pp. 360-377 ◽  
Author(s):  
Austin H. Johnson ◽  
Taryn S. Goldberg ◽  
Rachel L. Hinant ◽  
Lauren K. Couch
Keyword(s):  
School Psychologists ◽  
Functional Behavior ◽  
Functional Behavior Assessments

Skills and Needs Inventories in Functional Behavior Assessments and Intervention

2016 ◽  
Author(s):  
Anuradha S. Dutt ◽  
Iris Chen ◽  
Rahul Nair
Keyword(s):  
Functional Behavior ◽  
Functional Behavior Assessments

Introduction to the Mini-Series: Issues and Procedures for Implementing Functional Behavior Assessments in Schools

2001 ◽  
Vol 30 (2) ◽  
pp. 153-155 ◽  
Author(s):  
T. Steuart Watson ◽  
Frank M. Gresham ◽  
Christopher H. Skinner
Keyword(s):  
Functional Behavior ◽  
Functional Behavior Assessments

School Social Workers Perceptions of the Use of Functional Behavior Assessments

2021 ◽  
pp. 104973152199074
Author(s):  
Susan Elizabeth Elswick ◽  
Matthew James Cuellar
Keyword(s):  
Social Workers ◽  
Behavioral Problems ◽  
Theoretical Orientation ◽  
Perceived Usefulness ◽  
School Social Workers ◽  
Functional Behavior ◽  
School Based ◽  
Behavioral Needs ◽  
Functional Behavior Assessments ◽  
Perceptions Of School

Purpose: Conducting functional behavior assessments (FBAs) is an important component of meeting the behavioral needs of students exhibiting significant behavioral problems. However, the practices and perceptions of school social workers (SSWs) in the use of FBAs are relatively unknown. Method: The proposed study explored the perceptions of 310 SSWs, across Illinois, Missouri, Kansas, and Wisconsin about the processes involved in conducting an FBA. Descriptive and inferential statistics were estimated using the general linear model. Results: Findings suggest that theoretical orientation is associated with perceived usefulness of FBAs. Additionally, perceptions about the activities involved in conducting FBAs and decision-making practices varied as a function of level of competence about facilitating FBAs. Discussion: Overall, findings suggest that SSWs possess the skills needed to facilitate FBAs and face similar barriers of conducting FBAs of other school-based clinicians.

scholarly journals Considerations of Baseline Classroom Conditions in Conducting Functional Behavior Assessments in School Settings

2018 ◽  
Vol 12 (2) ◽  
pp. 452-465 ◽  
Author(s):  
Kathryn M. Kestner ◽  
Stephanie M. Peterson ◽  
Rebecca R. Eldridge ◽  
Lloyd D. Peterson
Keyword(s):  
School Settings ◽  
Functional Behavior ◽  
Functional Behavior Assessments

Classroom-Based Strategies to Incorporate Hypothesis Testing in Functional Behavior Assessments

2017 ◽  
Vol 26 (2) ◽  
pp. 48-56 ◽  
Author(s):  
Blair P. Lloyd ◽  
Emily S. Weaver ◽  
Johanna L. Staubitz
Keyword(s):  
Functional Analysis ◽  
Structural Analysis ◽  
Hypothesis Testing ◽  
Classroom Environment ◽  
Challenging Behavior ◽  
Advantages And Disadvantages ◽  
Functional Behavior ◽  
Testing Strategies ◽  
Functional Behavior Assessments

When results of descriptive functional behavior assessments are unclear, hypothesis testing can help school teams understand how the classroom environment affects a student’s challenging behavior. This article describes two hypothesis testing strategies that can be used in classroom settings: structural analysis and functional analysis. For each strategy, we (a) review relevant examples from the literature, (b) identify advantages and disadvantages, and (c) offer recommendations for when and how to use them.

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