Skip to main content

Advertisement

SpringerLink
Log in

A Comparison of Results and Acceptability of Functional Behavioral Assessment Procedures with a Group of Middle School Students with Emotional/Behavioral Disorders (E/BD)

  • Published:
Journal of Behavioral Education Aims and scope Submit manuscript

Abstract

There is currently controversy over the validity and applicability of functional behavioral assessment (FBA) procedures with students with emotional/behavioral disorders (E/BD). A set of FBA procedures, including teacher and student interviews and direct classroom observations, were carried out with eight students with disabilities (7 classified E/BD, one classified LD). Results indicated that when all three methods (teacher/student interviews, classroom observations) yielded a ranking for a function they agreed 64% of those occasions. For those situations in which there was overall disagreement there was agreement between teacher interview and classroom observations most of the time. Social validity data indicated that both students and teachers felt that the assessment procedures were a useful and productive process.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Bambara, L. M., Dunlap, G., & Schwartz, I. S. (Eds.) (2004). Positive behavior support: Critical articles on improving practice for individuals with severe disabilities. Austin, TX: Pro-Ed.

    Google Scholar 

  • Belfiore, P. J., Browder, D. M., & Lin, C. H. (1993). Using descriptive and experimental analyses in treatment of self-injurious behavior. Education and Training in Metal Retardation, 28, 57–65.

    Google Scholar 

  • Blakeslee, T., Sugai, G., & Gruba, J. (1994). A review of functional assessment use in data-based intervention studies. Journal of Behavioral Education, 4, 397–413.

    Google Scholar 

  • Bullock, L. M., & Gable, R. A. (1999). Putting functional assessment into practice: A conversation with Richard VanAcker. Preventing School Failure, 43, 160–166.

    Google Scholar 

  • Calloway, C. J., & Simpson, R. L. (1998). Decisions regarding functions of behavior: Scientific versus informal analyses. Focus on Autism and Developmental Disabilities, 13, 167–175.

    Google Scholar 

  • Cunningham, E. M., & O’Neill, R. E. (2001). A comparison of methods for the functional assessment of problem behaviors of children with disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 35, 406–414.

    Google Scholar 

  • Derby, K. M., Wacker, D. P., Sasso, G., Steege, M., Northup, J., Cigrand, K., & Asmus, (1992). Brief functional assessment techniques to evaluate aberrant behavior in an outpatient setting: A summary of 79 cases. Journal of Applied Behavior Analysis, 25, 713–721.

    Google Scholar 

  • Dunlap, G., Kern-Dunlap, L., Clarke, S., & Robbins, F. R. (1991). Functional assessment, curricular revision, and severe behavior problems. Journal of Applied Behavior Analysis, 24, 387–397.

    Google Scholar 

  • Durand, V. M. (1993). Functional assessment and functional analysis. In M. D. Smith, Behavior modification of exceptional children and youth (pp. 38–60). Stoneham, MA: Butterworth-Heinemann.

    Google Scholar 

  • Emerson, E. (1995). Challenging behavior: Analysis and intervention in people with learning difficulties. Cambridge, UK: Cambridge University Press.

    Google Scholar 

  • Gresham, F. M., Quinn, M. M., & Restori, A. (1999). Methodological issues in functional analysis: Generalizability to other disability groups. Behavioral Disorders, 24, 180–182.

    Google Scholar 

  • Hendrickson, J. M., Gable, R. A., Conroy, M. A., Fox, J., & Smith, C. (1999). Behavioral problems in schools: Ways to encourage functional behavior assessment (FBA) of discipline-evoking behavior students with emotional and/or behavior disorders (EBD). Education and Treatment of Children, 22, 280–290.

    Google Scholar 

  • Hile, M. G., & Desrochers, M. N. (1993). The relationship between functional assessment and treatment selection for aggressive behaviors. Research in Developmental Disabilities, 14, 265–274.

    Article  Google Scholar 

  • Horner, R. H. (1994). Functional assessment: Contributions and future directions. Journal of Applied Behavior Analysis, 27, 401–404.

    Google Scholar 

  • Iwata, B. A. (1994). Functional analysis methodology: Some closing comments. Journal of Applied Behavior Analysis, 27, 413–418.

    Google Scholar 

  • Iwata, B. A., Pace, G. M., Dorsey, M. F., Zarcone, J. R., Vollmer, T. R., Smith, R. G., Rodgers, T. A., Lerman, D. C., Shore, B. A., Mazaleski, J. L., Goh, H., Cowdery, G. E., Kalsher, M. J., McCosh, K. C., & Willis, K. D. (1994). The functions of self-injurious behavior: An experimental-epidemiological analysis. Journal of Applied Behavior Analysis, 27, 215–240.

    Google Scholar 

  • Iwata, B. A., Vollmer, T. R., & Zarcone, J. R. (1990). The experimental (functional) analysis of behavior disorders: Methodology, applications, and limitations. In A. C. Repp & N. N. Sigh (Eds.), Perspectives on the use of nonaversive and aversive interventions for persons with developmental disabilities (pp. 301–330). Sycamore, IL: Sycamore Publishing.

    Google Scholar 

  • Iwata, B. A., Vollmer, T. R., Zarcone, J. R., & Rodgers, T. A. (1993). Treatment classification and selection based on behavioral function. In R. Van Houten & S. Axelrod (Eds.), Behavior analysis and treatment (pp. 101–125). New York: Plenum.

    Google Scholar 

  • Johnston, S., & O’Neill, R. E. (2001). Searching for effectiveness and efficiency in conducting functional assessments: A review and proposed process for teachers and other practitioners. Focus on Autism and Developmental Disabilities, 16, 205–214.

    Google Scholar 

  • Kratochwill, T. R., & McGivern, J. E. (1996). Clinical diagnosis, behavioral assessment, and functional analysis: Examining the connection between assessment and intervention. School Psychology Review, 25, 342–355.

    Google Scholar 

  • Lane, K. L., Umbreit, J., & Beebe-Frankenberger, M. E. (1999). Functional assessment research on students with or at risk for EBD: 1990 to the present. Journal of Positive Behavior Interventions, 1, 101–111.

    Google Scholar 

  • Lennox, D. B., & Miltenberger, R. G. (1989). Conducting a functional assessment of problem behavior in applied settings. Journal of the Association for People with Severe Handicaps, 14, 304–311.

    Google Scholar 

  • Lerman, D. C., & Iwata, B. A. (1993). Descriptive and experimental analyses of variables maintaining behavior. Journal of Applied Behavior Analysis, 26, 293–319.

    Google Scholar 

  • Mace, F.C., & Lalli, J. S. (1991). Linking descriptive and experimental analyses in the treatment of bizarre speech. Journal of Applied Behavior Analysis, 24, 553–562.

    Google Scholar 

  • Neef, N. A., & Iwata, B. A. (1994). Special issue on functional analysis approaches to behavioral assessment and treatment. Journal of Applied Behavior Analysis, 27, 197–418.

    Google Scholar 

  • Nelson, J. R., Roberts, M. L., Mathur, S. R., & Rutherford, R. B. (1999). Has public policy exceeded our knowledge base? A review of the functional behavioral assessment literature. Behavioral Disorders, 24, 169–179.

    Google Scholar 

  • Northup, J., Wacker, D., Sasso, G., Steege, M., Cigrand, K., Cook, J., & DeRaad, A. (1991). A brief functional analysis of aggression and alternative behavior in an outclinic setting. Journal of Applied Behavior Analysis, 24, 509–522.

    Google Scholar 

  • O’Neill, R. E. (2003). Positive behavioral supports. In J. J. McDonnell, M. L. Hardman, & A. P. McDonnell, An introduction to persons with severe disabilities: Educational and social issues (2nd ed.) (pp. 160–184). Boston: Allyn and Bacon.

    Google Scholar 

  • O’Neill, R. E. (2004). Positive behavior supports. In C. H. Kennedy & E. Horn (Eds.), Inclusion of students with severe disabilities (pp. 141–163). Boston: Allyn and Bacon.

    Google Scholar 

  • O’Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton. (1997). Functional assessment and program development for problem behavior: A practical handbook (2nd ed. Belmont, CA: Wadsworth.

    Google Scholar 

  • Sasso, G. M., Conroy, M. A., Stichter, J. P., & Fox, J. J. (2001). Slowing down the bandwagon: The misapplication of functional assessment for students with emotional and behavioral disorders. Behavior Disorders, 26, 282–295.

    Google Scholar 

  • Sasso, G. M., Reimers, T. M., Cooper, L. J., Wacker, D., Berg, W., Steege, M., Kelly, L., & Allaire, A. (1992). Use of descriptive and experimental analyses to identify the functional properties of aberrant behavior in school settings. Journal of Applied Behavior Analysis, 25, 809–821.

    Google Scholar 

  • Sturmey, P. (1995). Analog baselines: A critical review of the methodology. Research in Developmental Disabilities, 16, 269–284.

    Article  Google Scholar 

  • Vollmer, T. R., & Smith, R. G. (1996). Some current themes in functional analysis research. Research in Developmental Disabilities, 17, 229–249.

    Article  Google Scholar 

  • Wacker, D. P., Berg, W., Cooper, L. J., Derby, K. M., Steege, M. W., Northup, J., & Sasso, G. (1994). The impact of functional analysis methodology on outpatient clinic services. Journal of Applied Behavior Analysis, 27, 405–407.

    Google Scholar 

  • Watson, T. S., Ray, K. P., Turner, H. S., & Logan, P. (1999). Teacher-implemented functional analysis and treatment: A method for linking assessment to intervention. School Psychology Review, 28, 292–302.

    Google Scholar 

  • Yarbrough, S. C., & Carr, E. G. (2000). Some relationships between informant assessment and functional analysis of problem behavior. American Journal on Mental Retardation, 105, 130–151.

    Article  Google Scholar 

  • Zarcone, J. R., Rodgers, T. A., Iwata, B. A., Rourke, D. A., & Dorsey, M. F. (1991). Reliability analysis of the Motivation Assessment Scale. Research in Developmental Disabilities, 12, 349–360.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Granite School District, USA

    Stephanie G. Murdock

  2. University of Utah, USA

    Robert E. O’Neill & Echo Cunningham

  3. Special Education, University of Utah, 1705 E. Campus Center Dr., Rm. 221, Salt Lake City, UT, 84112-9253

    Robert E. O’Neill

Authors
  1. Stephanie G. Murdock
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Robert E. O’Neill
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Echo Cunningham
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Robert E. O’Neill.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Murdock, S.G., O’Neill, R.E. & Cunningham, E. A Comparison of Results and Acceptability of Functional Behavioral Assessment Procedures with a Group of Middle School Students with Emotional/Behavioral Disorders (E/BD). J Behav Educ 14, 5–18 (2005). https://doi.org/10.1007/s10864-005-0958-z

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10864-005-0958-z

Key Words

Search

Navigation