An Examination of the Relation Between Functional Behavior Assessment and Selected Intervention Strategies With School-Based Teams

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.

Download Full-text

Functional Behavior Assessment

Handbook of Behavioral Interventions in Schools ◽

10.1093/med-psych/9780190843229.003.0006 ◽

2019 ◽

pp. 89-105 ◽

Cited By ~ 1

Author(s):

Brad A. Dufrene ◽

M. P. Lundy

Keyword(s):

Classroom Behavior ◽

Challenging Behaviors ◽

Functional Relation ◽

Functional Behavior Assessment ◽

Essential Elements ◽

Behavior Assessment ◽

Case Examples ◽

Functional Behavior ◽

School Based ◽

Academic Settings

Function-based interventions may be more effective than interventions based on topography of behavior for improving students’ classroom behavior. A functional behavior assessment (FBA) identifies contextual variables that are associated with or have a functional relation with challenging behaviors. This chapter discusses the essential elements of an FBA, including types of FBA procedures, procedural guidelines form implementing a school-based FBA, and conducting FBAs in the context of school-based consultation. Finally, case examples of FBAs are provided to demonstrate the process of implementation in academic settings.

Download Full-text

THE EFFECT OF FUNCTIONAL BEHAVIOR ASSESSMENT ON SCHOOL-BASED INTERVENTIONS: A META-ANALYSIS OF SINGLE-CASE RESEARCH

Psychology in the Schools ◽

10.1002/pits.22007 ◽

2017 ◽

Vol 54 (4) ◽

pp. 351-369 ◽

Cited By ~ 11

Author(s):

Teryn P. Bruni ◽

Daniel Drevon ◽

Michael Hixson ◽

Robert Wyse ◽

Samantha Corcoran ◽

...

Keyword(s):

Single Case ◽

Meta Analysis ◽

Functional Behavior Assessment ◽

Behavior Assessment ◽

Case Research ◽

Functional Behavior ◽

School Based ◽

School Based Interventions ◽

Single Case Research

Download Full-text

Using Teleconsultation to Develop Independent Skills of School-Based Behavior Teams in Functional Behavior Assessment

Journal of Educational and Psychological Consultation ◽

10.1080/10474412.2018.1431548 ◽

2018 ◽

Vol 28 (3) ◽

pp. 297-318 ◽

Cited By ~ 3

Author(s):

Brenda J. Bassingthwaite ◽

Jessica E. Graber ◽

Adam D. Weaver ◽

David P. Wacker ◽

Denise White-Staecker ◽

...

Keyword(s):

Functional Behavior Assessment ◽

Behavior Assessment ◽

Functional Behavior ◽

School Based

Download Full-text

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

Download Full-text

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

Behavioral Disorders ◽

10.1177/019874290302800402 ◽

2003 ◽

Vol 28 (4) ◽

pp. 386-400 ◽

Cited By ~ 26

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.

Download Full-text

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.

Download Full-text