This study applied functional analysis methodology to nail biting exhibited by a 24-year-old female graduate student. Results from the brief functional analysis indicated variability in nail biting across assessment conditions. Functional analysis data were then used to guide treatment development and implementation. Treatment included a simplified habit reversal package that was modified based on results of the functional analysis. Following treatment implementation, nail biting decreased as evidenced by consistent nail growth and participant self-recorded data. Results are discussed in terms of treatment utility of functional analysis methodology for novel populations and response topographies.

The purpose of this investigation was to evaluate the utility of Direct Behavior Rating Single Item Scale (DBR-SIS) methodology in collecting functional behavior assessment data. Specific questions of interest pertained to the evaluation of the accuracy of brief DBR-SIS ratings of behavioral consequences and determination of the type of training necessary to support such accuracy. Undergraduate student participants (N = 213; 62.0% male; 62.4% White) viewed video clips of students in a classroom setting, and then rated both disruptive behavior and 4 consequences of that behavior (i.e., adult attention, peer attention, escape/avoidance, and access to tangibles/activities). Results indicated training with performance feedback was necessary to support the generation of accurate disruptive behavior and consequence ratings. Participants receiving such support outperformed students in training-only, pretest-posttest, and posttest-only groups for disruptive behavior and all 4 DBR-SIS consequence targets. Future directions for research and implications for practice are discussed, including how teacher ratings may be collected along with other forms of assessment (e.g., progress monitoring) within an efficient Tier 2 assessment model. (PsycINFO Database Record

The Individuals with Disabilities Education Improvement Act requires that functional behavior assessments be conducted under certain circumstances for students with disabilities. Functional assessments may include indirect assessments (e.g., rating scales, interviews), direct‐descriptive assessments (e.g., direct observations with conditional probabilities), and/or experimental functional analyses. Despite being legally required in schools, and consequently commonly conducted, there is limited research establishing the technical adequacy of indirect functional assessment instruments. This review provides an update on the availability and status of indirect functional assessment instruments available for school‐based use. Results of the review are consistent with previous reviews identifying deficiencies in existing instruments. In particular, indirect functional assessment instruments for school‐based use lack sufficient evidence for temporal stability, internal consistency, inter‐rater reliability, treatment utility, and social validity. Results of this review are discussed in terms of directions for future research and implications for applied practice as they relate to school‐based functional assessments.

The chapter “Managing Chronic Health Concerns,” in School Mental Health Services for Adolescents, reviews biopsychosocial influences on learning and behavior and presents service models targeted for youth with chronic medical conditions. Systemic issues (e.g., racial disparities, disjointed delivery of care, poor communication) are reviewed, with the conclusion that school-based services for chronically ill adolescents are essential to a high-quality continuum of care. This chapter provides strategies for identifying students and reviews common school-based support mechanisms for chronically ill youth. Three common health conditions—asthma, diabetes, and obesity—are highlighted. Finally, this chapter proposes a service delivery model that embraces a behavioral and developmental-ecological framework and focuses on school as a central context, with integration of services across home, school, and medical settings.