Building School District Capacity to Conduct Functional Behavioral Assessment

2016 ◽  
Vol 24 (4) ◽  
pp. 235-246 ◽  
Author(s):  
M. Kathleen Strickland-Cohen ◽  
Patrick C. Kennedy ◽  
Tricia A. Berg ◽  
Lisa J. Bateman ◽  
Robert H. Horner
Keyword(s):  
Problem Behavior ◽  
Behavioral Assessment ◽  
School Personnel ◽  
Functional Behavioral Assessment ◽  
Basic Function ◽  
Future Research ◽  
Student Behaviors ◽  
Behavior Support ◽  
Persistent Problem ◽  
School Based

For decades, research has shown that function-based support is effective in reducing the frequency and severity of problematic student behaviors. One way for schools and districts to implement these supports effectively is by building local capacity to intervene with function-based interventions at the first signs of persistent problem behavior (i.e., when less intensive supports have proven ineffective), rather than waiting until problem behavior becomes more severe. In the present pilot study, a 6-hr comprehensive training package was used to train elementary- and middle school professionals to conduct “basic” (as opposed to “complex”) functional behavioral assessment (FBA) and lead school-based teams in basic function-based behavior support methods and procedures. Findings indicate that the training was effective in increasing (a) participant knowledge related to function-based behavior support and (b) reported use of function-based supports by participating school-based professionals. In addition, school personnel rated the training materials and methods as acceptable and feasible for use in typical school contexts and provided descriptive data related to perceived enablers and barriers to implementing function-based support in schools. Limitations, practical implications, and future research needs are discussed.

Individualized Positive Behavior Support in School Settings

2010 ◽  
Vol 33 (5) ◽  
pp. 271-286 ◽  
Author(s):  
Ailsa E. Goh ◽  
Linda M. Bambara
Keyword(s):  
Positive Behavior Support ◽  
Meta Analysis ◽  
Descriptive Analysis ◽  
Behavioral Assessment ◽  
Intervention Research ◽  
Positive Behavior ◽  
Future Research ◽  
Behavior Support ◽  
School Settings ◽  
School Based

This meta-analysis examined school-based intervention research based on functional behavioral assessment (FBA) to determine the effectiveness of key individualized positive behavior support (IPBS) practices in school settings. In all, 83 studies representing 145 participants were included in the meta-analysis. Intervention, maintenance, and generalization effects were measured by computing the percentage of nonoverlapping data points (PND). Overall, FBA-based interventions were found to be equally effective across diverse student populations and educational settings, including inclusive classrooms. In terms of key IPBS practices, results indicated that team decision making during intervention planning led to significantly larger PNDs. Descriptive analysis revealed that there has been an increase in the use of IPBS practices in school-based FBA-based intervention research; however, some deficiencies were noted. Implications and recommendations for future research are discussed.

Establishing the Technical Adequacy of Functional Behavioral Assessment: Conceptual and Measurement Challenges

2003 ◽  
Vol 28 (3) ◽  
pp. 282-298 ◽  
Author(s):  
Frank M. Gresham
Keyword(s):  
Empirical Evidence ◽  
Convergent Validity ◽  
Behavioral Assessment ◽  
Effective Means ◽  
Reliability And Validity ◽  
Functional Behavioral Assessment ◽  
Future Research ◽  
Behavioral Function ◽  
Technical Adequacy ◽  
School Settings

Functional behavioral assessment (FBA) is being used increasingly in schools as a potentially effective means of matching intervention strategies to behavioral function. The unqualified use of FBA often is driven more by legal and policy decisions than by sound empirical data dictating its efficacy in all cases. Two fundamental questions have not been adequately answered by the FBA literature: (a) Are interventions matched to the operant function of behavior more effective than interventions not matched to the function of behavior? and (b) Can researchers and practitioners determine behavioral function reliably and accurately? The author presents conceptual and measurement challenges surrounding the use of FBA in school settings, as well as evidence for the technical adequacy of FBA procedures in terms of reliability and validity. The research to date has not marshaled adequate empirical evidence for the reliability of determining behavioral function, investigation of the conditions under which behavioral function is stable or unstable over time, the convergent validity of indirect and direct FBA methods, validity generalization, decision validity, and social validity of FBA. Finally there is insufficient empirical evidence to suggest that interventions matched to behavioral function are more effective than behavioral interventions not based on an FBA. Future research agendas and strategies are discussed to improve the technical adequacy of FBA in school settings for students with emotional or behavioral disorders.

Positive Behavior Supports: Can Schools Reshape Disciplinary Practices?

2003 ◽  
Vol 69 (3) ◽  
pp. 361-373 ◽  
Author(s):  
Stephen P. Safran ◽  
Karen Oswald
Keyword(s):  
Positive Behavior ◽  
Future Research ◽  
Individual Student ◽  
Behavior Support ◽  
Team Collaboration ◽  
Disciplinary Practices ◽  
School Based ◽  
Efficacy Research ◽  
Behavior Supports

This literature review examines the use of school-based positive behavior support (PBS), an alternative to traditional disciplinary practices that includes databased decision making and team collaboration. First, the role of archival data in planning intervention priorities is examined. Next, efficacy research focusing on the three types of PBS is evaluated: schoolwide (universal), specific setting, and individual student levels. Overall, findings were positive across all types of PBS, validating implementation of these research-based practices. This review concludes with a discussion of directions for future research and implications for practice.

Environmental and Social Factors in Preventing, Assessing, and Treating Problem Behavior in Young Children

2016 ◽  
Vol 4 (1) ◽  
pp. 9-16 ◽  
Author(s):  
Jeanne M. Donaldson ◽  
Jennifer L. Austin
Keyword(s):  
Young Children ◽  
Problem Behavior ◽  
Policy Support ◽  
Future Research ◽  
Social Emotional ◽  
Persistent Problem ◽  
Appropriate Behavior ◽  
Empirically Supported ◽  
Early Child Care ◽  
Child Care Professionals

Problem behavior (e.g., noncompliance, hitting) is common among young children but, depending on the child’s environment, potentially can lead to future social, emotional, and academic problems. Research in applied behavior analysis has identified many contextual variables that support appropriate behavior and provides clear suggestions for preventing frequent and persistent problem behavior. Although many empirically supported recommendations derive from the current research base, future research needs to fine-tune some of the strategies, and policy support is required to put those recommendations in place. Specific recommendations support parents and early child care professionals/teachers in preventing, assessing, and treating problem behavior in young children.

Applying Positive Behavior Support and Functional Behavioral Assessment in Schools

2000 ◽  
Vol 2 (3) ◽  
pp. 131-143 ◽  
Author(s):  
◽  
George Sugai ◽  
Robert H. Horner ◽  
Glen Dunlap ◽  
Meme Hieneman ◽  
...  
Keyword(s):  
Positive Behavior Support ◽  
Behavioral Assessment ◽  
Functional Behavioral Assessment ◽  
Positive Behavior ◽  
Behavior Support

The Comprehensive Evaluation of a Self-Instructional Program on Functional Behavioral Assessment

2002 ◽  
Vol 17 (3) ◽  
pp. 5-25 ◽  
Author(s):  
Carl J. Liaupsin
Keyword(s):  
Comprehensive Evaluation ◽  
Behavioral Assessment ◽  
Functional Behavioral Assessment ◽  
Instructional Program ◽  
Instructional Materials ◽  
School Age Children ◽  
Future Research ◽  
Computer Assisted ◽  
Computer Based ◽  
Comprehensive Evaluations

Computer assisted instruction has been used to teach a variety of skills to persons who work with school-age children. However, with few exceptions, the computer-based instructional materials that have been developed to provide training for school professionals have not been subjected to comprehensive empirical validation. More comprehensive evaluations can provide information regarding the validity of content, the quality of design, the perceptions of users, and the barriers that might be encountered when implementing professional development software. The purpose of this study was to conduct a comprehensive evaluation of a computer-based self-instructional program on functional behavioral assessment. This article describes a study that evaluated a self-instructional tutorial on functional behavioral assessment using a comprehensive model of evaluation. The model included the evaluation of (a) content, design, and organizational acceptance, (b) effectiveness of the training, (c) the perceptions of users, and (d) difficulties encountered during implementation. The article discusses the results of the evaluation, presents implications for researchers and software developers, and concludes with suggestions for future research.

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