Abstract
Functional assessment strategies are used to guide the treatment of problem behavior with individuals who have severe disabilities. Also, researchers have extended functional assessment applications to individuals with emotional and behavioral disabilities. One such extension is the use of students as informants in the functional assessment process. The present study assessed an interview tool designed to elicit information directly from students regarding their problem behaviors. We examined agreement between students and their teachers. Results showed high agreement on the causes and functions of problem behavior with mixed agreement on support plan recommendations.
Similar content being viewed by others
REFERENCES
Broussard, C., & Northrup, J. (1995). An approach to functional assessment and analysis of disruptive behavior in regular education classrooms. School Psychology Quarterly, 10, 151–164.
Dunlap, G., Kern, L., dePerczel, M., Clarke, S., Wilson, D., Childs, K., White, R., & Falk, G. (1993). Functional analysis of classroom variables for students with emotional and behavioral disorders. Behavioral Disorders, 18, 275–291.
Homer, R., O'Neill, R., & Flannery, B. (1993). Building effective behavior support plans from functional assessment information. In M. Snell (Ed.). Instruction of persons with severe handicaps. (4th ea.; pp. 184–214). Columbus, OH: Merrill.
Kern, L., Dunlap, G., Clarke, S., & Childs, K. (1995). Student-assisted functional assessment interview. Diagnostique, 19, 29–39.
McConaughy, S. (1993). Advances in empirically based assessment of children's behavioral and emotional problems. School Psychology Review, 22, 285–307.
O'Neill, R., Homer, R., Albin, R., Storey, K., Sprague, J., Storey, K., & Newton, J. S. (1996). Functional analysis of problem behavior: A practical assessment guide (2nd edition). Pacific Grove, CA: Brookes/Cole Publishing.
Sprague, J., & Homer, R. (1995). Functional assessment and intervention in community settings. Mental Retardation and Developmental Disabilities Research and Reviews, 1, 89–93.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Reed, H., Thomas, E., Sprague, J.R. et al. The Student Guided Functional Assessment Interview: An Analysis of Student and Teacher Agreement. Journal of Behavioral Education 7, 33–49 (1997). https://doi.org/10.1023/A:1022837319739
Issue Date:
DOI: https://doi.org/10.1023/A:1022837319739