The utility, acceptability, and practicality of functional behavioral assessment for students with high-incidence problem behaviors

Robert Reid, J. Ron Nelson

Research output: Contribution to journalArticlepeer-review

49 Scopus citations

Abstract

The 1997 individuals with Disabilities Education Act Amendments require the use of functional behavioral assessment (FBA) and positive behavioral interventions and supports for students with disabilities who are the subject of formal disciplinary actions. FBA has been represented by different terms and associated procedures such as functional analysis, functional assessment, brief functional assessment, and descriptive analysis. However, much of the FBA research has focused on children with severe developmental disorders in clinical settings. In this article, we review the available FBA research conducted with students with high-Incidence behavior problems in school settings to examine its utility (i.e., effectiveness), acceptability (i.e., social validity), and practicality (i.e., whether FBA can be conducted by direct service providers in a timely manner). The findings and directions for future research are discussed.

Original languageEnglish (US)
Pages (from-to)15-23
Number of pages9
JournalRemedial and Special Education
Volume23
Issue number1
DOIs
StatePublished - 2002

ASJC Scopus subject areas

  • Education
  • Public Health, Environmental and Occupational Health

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