Functional Behavior Assessment Rating Scales: Intrarater Reliability with Students with Emotional or Behavioral Disorders

2003 ◽  
Vol 28 (4) ◽  
pp. 386-400 ◽  
Author(s):  
Sally M. Barton-Arwood ◽  
Joseph H. Wehby ◽  
Philip L. Gunter ◽  
Kathleen L. Lane
Keyword(s):  
Behavioral Disorders ◽  
Rating Scales ◽  
Pearson Correlation ◽  
Correlation Coefficients ◽  
Functional Behavior Assessment ◽  
Behavior Assessment ◽  
Future Research ◽  
Intrarater Reliability ◽  
Functional Behavior ◽  
Emotional Or Behavioral Disorders

This study evaluated the intrarater reliability of two functional behavior assessment rating scales: the Motivation Assessment Scale and the Problem Behavior Questionnaire. Teachers rated 30 students from 10 self-contained classrooms for students with emotional or behavioral disorders on three separate occasions using both rating scales. Pearson correlation coefficients and exact and adjacent agreement percentages indicated variable and inconsistent ratings across administrations and rating scales. The authors discuss possible reasons for inconsistencies, as well as implications for practice and future research.

Teaching Paraprofessionals to Implement Function-Based Interventions

2016 ◽  
Vol 32 (2) ◽  
pp. 114-123 ◽  
Author(s):  
Virginia L. Walker ◽  
Martha E. Snell
Keyword(s):  
Intellectual Disability ◽  
Challenging Behavior ◽  
Functional Behavior Assessment ◽  
Intervention Strategies ◽  
Behavior Assessment ◽  
Future Research ◽  
Appropriate Behavior ◽  
Functional Behavior ◽  
Workshop Training ◽  
Students With Autism

The purpose of this study was to evaluate the effects of workshops and coaching on paraprofessional implementation of function-based interventions. The results of indirect and direct functional behavior assessment guided the development of intervention strategies for three students with autism and intellectual disability. Following intervention, students’ appropriate behavior increased and challenging behavior decreased. In general, paraprofessionals implemented strategies with high levels of fidelity and judged both the coaching and workshop training procedures and student intervention strategies as socially valid. Implications for practice, limitations, and suggestions for future research are discussed.

Evaluating the Effectiveness of Prevent–Teach–Reinforce for High School Students With Emotional and Behavioral Disorders

2020 ◽  
Vol 23 (1) ◽  
pp. 3-16
Author(s):  
Kaitlin Sullivan ◽  
Kimberly Crosland ◽  
Rose Iovannone ◽  
Kwang-Sun Blair ◽  
Leslie Singer
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Behaviors ◽  
Behavioral Disorders ◽  
Functional Behavior Assessment ◽  
Future Research ◽  
School Students ◽  
Behavior Intervention Plans ◽  
Functional Behavior ◽  
Teachers And Students

Although there is a wealth of research supporting the effectiveness of using functional behavior assessment (FBA) to inform development of behavior intervention plans (BIPs), schools continue to find the FBA and BIP process challenging for implementation, particularly for students with emotional and/or behavioral disorders (EBDs) in high school settings. The current study evaluated the use of the prevent–teach–reinforce (PTR) FBA model for three high school students with EBD in self-contained settings. Results indicated that PTR was effective at reducing problem behaviors and increasing replacement behaviors for all three students. Teachers implemented the interventions with high levels of fidelity. Social validity scores obtained from both teachers and students indicated acceptability of the PTR process and outcomes. Limitations and areas for future research are suggested.

scholarly journals Systematic Review and Metaanalysis of Patient Self-Report versus Trained Assessor Joint Counts in Rheumatoid Arthritis

2009 ◽  
Vol 36 (12) ◽  
pp. 2635-2641 ◽  
Author(s):  
JENNIFER L. BARTON ◽  
LINDSEY A. CRISWELL ◽  
RACHEL KAISER ◽  
YEA-HUNG CHEN ◽  
DEAN SCHILLINGER
Keyword(s):  
Rheumatoid Arthritis ◽  
Disease Activity ◽  
Pearson Correlation ◽  
Correlation Coefficients ◽  
Self Report ◽  
Future Research ◽  
Tender Joint Count ◽  
Tender Joint ◽  
Trained Assessor ◽  
Tender Joint Counts

Objective.Patient self-report outcomes and physician-performed joint counts are important measures of disease activity and treatment response. This metaanalysis examines the degree of concordance in joint counts between trained assessors and patients with rheumatoid arthritis (RA).Methods.Studies eligible for inclusion met the following criteria: English language; compared patient with trained assessor joint counts; peer-reviewed; and RA diagnosis determined by board-certified or board-eligible specialist or met 1987 American College of Rheumatology criteria. We searched PubMed and Embase to identify articles between 1966 and January 1, 2008. We compared measures of correlation between patients and assessors for either tender/painful or swollen joint counts. We used metaanalysis methods to calculate summary correlation estimates.Results.We retrieved 462 articles and 18 were included. Self-report joint counts were obtained by a text and/or mannequin (picture) format. The summary estimates for the Pearson correlation coefficients for tender joint counts were 0.61 (0.47 lower, 0.75 upper) and for swollen joint counts 0.44 (0.15, 0.73). Summary results for the Spearman correlation coefficients were 0.60 (0.30, 0.90) for tender joint counts and 0.54 (0.35, 0.73) for swollen joint counts.Conclusion.A self-report tender joint count has moderate to marked correlation with those performed by a trained assessor. In contrast, swollen joint counts demonstrate lower levels of correlation. Future research should explore whether integrating self-report tender joint counts into routine care can improve efficiency and quality of care, while directly involving patients in assessment of RA disease activity.

Functional Behavior Assessment and Function-Based Intervention Planning: Considering the Simple Logic of the Process

2017 ◽  
Vol 26 (3) ◽  
pp. 101-104 ◽  
Author(s):  
Terrance M. Scott ◽  
Justin T. Cooper
Keyword(s):  
Functional Behavior Assessment ◽  
Behavior Assessment ◽  
Functional Behavior ◽  
Disabilities Education Act ◽  
Big Ideas ◽  
Education Act ◽  
Function Based Intervention ◽  
Simple Logic ◽  
Definition Of ◽  
And Function

While functional behavior assessment (FBA) has been a part of special education law and embedded in Individuals With Disabilities Education Act (IDEA) since 1997, a precise definition of what actions or processes constitute a legal FBA has never been adequately addressed in the law. This article provides an overview of the underlying logic of FBA leading to effective function-based intervention. When focusing on a simplification of the logic behind FBA, there are three big ideas that serve as a foundation for considering the intersection of effectiveness and practicality: function matters, FBA requires repeated observations of behavior, and the only purpose of an FBA is to develop an effective intervention. These big ideas are discussed, leading to a conclusion as to how logic and simplicity must share priority in the process.

Effects of Cognitive-Behavioral Intervention on the School Performance of Students with Emotional or Behavioral Disorders and Anxiety

2009 ◽  
Vol 34 (4) ◽  
pp. 184-195 ◽  
Author(s):  
Naomi A. Schoenfeld ◽  
Sarup R. Mathur
Keyword(s):  
Behavioral Disorders ◽  
Treatment Success ◽  
Maladaptive Behavior ◽  
Cognitive Behavioral ◽  
Future Research ◽  
Single Subject ◽  
Clinical Settings ◽  
Baseline Design ◽  
School Based ◽  
Emotional Or Behavioral Disorders

Despite widespread treatment success in clinical settings, anxiety disorders are rarely targeted for intervention in students with emotional or behavioral disorders (EBD) who exhibit them. This study examined the effects of a school-based anxiety intervention on the performance of 3 students attending school in a self-contained EBD setting. Using a single-subject, multiple-baseline design across students, this study examined changes in anxiety, maladaptive behavior, and academic engagement as functions of participation in the cognitive-behavioral anxiety intervention, FRIENDS for Life. All 3 participants showed improvement across all measures. Implications for the implementation of a school-based intervention for EBD students who experience high degrees of anxiety, as well as study limitations and directions for future research, are discussed.

Evaluating the Validity of Functional Behavior Assessment

2001 ◽  
Vol 30 (2) ◽  
pp. 180-192 ◽  
Author(s):  
Mark D. Shriver ◽  
Cynthia M. Anderson ◽  
Briley Proctor
Keyword(s):  
Functional Behavior Assessment ◽  
Behavior Assessment ◽  
Functional Behavior
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