Behavioral Disorders

Functional behavioral assessment (FBA) and functional analyses (FA) are grounded in the applied behavior analysis principle that posits problem behavior is functionally related to the environment in which it occurs and is maintained by either providing access to reinforcing outcomes or allowing the individual to avoid or escape that which they find aversive. Previous research has pointed to the limitations across FBA methodologies in comparison to the direct experimental trials used in FA. The purpose of this study was to evaluate the degree to which hypotheses generated by common FBA strategies (i.e., interview, rating scale, and direct observation) match hypotheses generated through FA trials. Results of a multiphase descriptive study indicated that traditional school personnel with behavioral expertise were able to generate FBA hypotheses that were later confirmed by independent review and largely aligned with FA outcomes. The impact of the findings for the field and implications for future research and practice are discussed.

For years, the assumption has been that stereotypical behaviors functioned only to provide sensory or automatic reinforcement. However, these behaviors also may serve social functions. Given the unsettled debate, functional behavior assessment and functional analysis can be used to identify the exact function of stereotypical behavior and design an intervention matched to that function. In these two studies, we conducted functional behavior assessments on two high school students exhibiting stereotypical behaviors. Although the students’ behaviors were topographically and functionally different, function-based interventions appeared effective in reducing these behaviors for both students. Key findings and limitations are discussed for each study, and a general discussion across studies is provided.

Functional behavioral assessment (FBA) is an empirically supported intervention associated with decreasing problem behavior and increasing appropriate behavior. To date, few studies have examined multimedia approaches to FBA training. This paper provides the outcomes of a randomized controlled trial across three university sites and evaluates whether preservice teachers can learn the core features of the FBA process through short multimedia vignettes compared to a traditional method (i.e., in-person lecture with PowerPoint). Based on our previous research, we hypothesized that the multimedia group (n = 97) would outperform the traditional method group (n = 102). Results indicated statistically significant differences in FBA knowledge favoring the students who participated in the multimedia condition, F(1, 198) = 9.61, p = .002, d = 0.45. Findings are discussed along with implications for practice and subsequent research.

This survey study assessed the acceptability of a variety of functional behavioral assessment (FBA) procedures (i.e., functional assessment interviews, rating scales/questionnaires, systematic direct observations, functional analysis manipulations) to a national sample of 123 special educators and a state sample of 140 school psychologists. Results indicated that special educators and school psychologists reported generally positive perceptions regarding their willingness to participate in, the appropriateness of, the usefulness of, and the feasibility of the FBA procedures. Special educators were significantly more likely to endorse the use of systematic direct observation and functional analysis manipulation strategies than school psychologists, although no differences were found regarding the social desirability of FBA procedures for individuals exhibiting mild and severe problem behaviors. School psychologists were also more likely than special educators to express concerns about the amount of time that can be entailed in FBA procedures. We discuss implications for practice and future research.

A functional approach to intervention planning has been shown to be effective in reducing problem behaviors and promoting appropriate behaviors in children and youth with behavior disorders. When function-based intervention plans are not successful, it is often due to issues of treatment integrity in which teachers omit or do not sufficiently engage in intervention behaviors. The purpose of this article is to conceptually explore how function-based intervention concepts and practices used to support student behavior might be applied to improve treatment integrity through a functional approach to teacher intervention support.