Active Teacher Participation in Functional Behavior Assessment for Students with Emotional and Behavioral Disorders Risks in General Education Classrooms

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.

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Using Functional Behavior Assessment in General Education Settings: Making a Case for Effectiveness and Efficiency

Behavioral Disorders ◽

10.1177/019874290402900207 ◽

2004 ◽

Vol 29 (2) ◽

pp. 189-204 ◽

Cited By ~ 52

Author(s):

Terrance M. Scott ◽

Anne Bucalos ◽

Carl Liaupsin ◽

C. Michael Nelson ◽

Kristine Jolivette ◽

...

Keyword(s):

General Education ◽

Functional Behavior Assessment ◽

Behavior Assessment ◽

Functional Behavior ◽

Effectiveness And Efficiency

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Meta-analysis of single-subject research using hierarchical linear modeling : empirical examination of the procedure and functional behavior assessment-based interventions

10.32469/10355/10347 ◽

2010 ◽

Author(s):

Nicholas A. Gage

Keyword(s):

Hierarchical Linear Modeling ◽

Meta Analysis ◽

Functional Behavior Assessment ◽

Behavior Assessment ◽

Single Subject ◽

Linear Modeling ◽

Empirical Examination ◽

Single Subject Research ◽

Functional Behavior

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

Beyond Behavior ◽

10.1177/1074295617716113 ◽

2017 ◽

Vol 26 (3) ◽

pp. 101-104 ◽

Cited By ~ 1

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.

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