Evaluating the Potential for Correspondence Between Brief Functional Analysis and Interview-Informed Synthesized Contingency Analysis Procedures

School Psychologists regularly conduct Functional Behavior Assessment (FBA), though, most FBA are completed using indirect procedures, which are inadequate for creating function-based interventions relative to experimental measures, such as functional analysis (FA). However, traditional FA may be considered arduous in the school setting. Alternative procedures like brief functional analysis (BFA) and interview informed synthesized contingency analysis (IISCA), may be as effective and more efficient than FA. Limited research exploring the correspondence of these procedures exists. The current study used an alternating treatment design across eight school aged children to compare control and test conditions for each measure. A within subjects approach was also used to compare the results of BFA and IISCA. Correspondence across the two measures was 54.17%. With average correspondence yielding just over half, the results indicate the two FA methods did not reliably identify the same function. Implications for practice are discussed.

Using Functional Communication Training to Reduce Problem Behavior

Functional communication training (FCT) is an evidence-based intervention that has been widely used and implemented to reduce problem behavior and teach replacement behavior in a variety of settings. Specific procedures have been researched and documented to ensure correct implementation. Functional communication training can be broken into three steps: (a) identifying the function of the problem behavior through a functional behavior assessment (FBA); (b) selecting an appropriate replacement communicative response; and (c) building new skill acquisition through teaching and rehearsal while using reinforcements and extinction.

An Analytical Study of the Provision of Mental Health Services for Students With Disabilities in Public School Settings

Students with disabilities often do not receive supportive services if they have coexisting mental health disorders. Students classified with emotional or behavioral disorders for an individualized education plan may be supported by a functional behavior assessment and, in some cases, a behavior intervention plan, but mental health is not included as a related service. Without appropriate mental health services, students face poorer outcomes. Results from a survey of special education teachers and behavior support specialists along with a secondary analysis of existing data revealed that respondents did not receive any mental health training that would allow them to support students with mental health needs. Moreover, funding, legal issues, and policies were emerging themes that likely contributed to the lack of appropriate mental health support in public school systems.