Functional Behavioral Assessment: Principles, Procedures, and Future Directions

Gresham, Frank M.; Watson, T. Steuart; Skinner, Christopher H.

doi:10.1080/02796015.2001.12086106

Cited by 204 publications

(112 citation statements)

References 44 publications

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“… 60 In functional assessment, information is gathered about the antecedents, behaviors, and consequences surrounding a specific behavior in order to hypothesize the function of that behavior for the individual. 60 , 61 Once the antecedents and consequences maintaining SIB have been identified through an FBA, the function(s) of the behavior(s) can be hypothesized. Evidence suggests that the common functions of behavior are: social attention, access to tangible rewards, escape or avoidance of activities or situations, and internal stimulation.…”

Section: Behavioral Assessment Of Sibmentioning

confidence: 99%

The association between self-injurious behaviors and autism spectrum disorders

Minshawi

Hurwitz

Fodstad

et al. 2014

PRBM

126

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A key area of concern in children with autism spectrum disorders (ASDs) are self-injurious behaviors (SIBs). These are behaviors that an individual engages in that may cause physical harm, such as head banging, or self-biting. SIBs are more common in children with ASD than those who are typically developing or have other neurodevelopmental disabilities. Therefore, it is important that clinicians who work with children with ASD have a solid understanding of SIB. The purpose of this paper is to review the research on the epidemiology of SIB in children with ASD, factors that predict the presence of SIB in this population, and the empirically supported behavioral treatments available.

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Section: Behavioral Assessment Of Sibmentioning

confidence: 99%

The association between self-injurious behaviors and autism spectrum disorders

Minshawi

Hurwitz

Fodstad

et al. 2014

PRBM

126

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show abstract

“…This allows the service provider to provide the family with supports that are culturally relevant and realistic. During the initial intake session, service providers should conduct a functional behavior assessment by collecting direct and indirect data (Gresham, Watson, & Skinner, 2001). Direct data refer to data collected in real time, in the child’s natural environment (Cooper, 1981).…”

Section: Distance Education Modelsmentioning

confidence: 99%

Family-Centered Applied Behavior Analysis for Children With Autism Spectrum Disorder

Antill

2019

Intervention in School and Clinic

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Applied behavior analysis (ABA) services can improve the quality of life for individuals with autism spectrum disorder (ASD). However, not all children receive services based in ABA. The disconnect between available services and accessing services may be the result of families experiencing barriers. Online parent training addresses many of these barriers by connecting families with service providers that they otherwise would not have access to. Furthermore, this approach allows for a family centered approach that empowers parents. A combination of parent training modules and video conferencing sessions allow parents to learn techniques and try them out with the support of a service provider. This article provides service providers with guidelines and suggestions for developing and providing services online.

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“…In responding to behavior, Simonsen et al (2015) emphasized the importance of consistency, specificity, timeliness, and consideration of the function of the behavior. Although it is widely recognized that identification and treatment of the function of an individual’s behavior is an effective intervention practice (Gresham, Watson, & Skinner, 2001), it should be noted that there is a dearth of research on function-based assessment and treatment procedures targeting a class unit. To date, only two studies have investigated descriptive assessment methods to identify functional variables to design treatment for a class (McKerchar & Thompson, 2004; Vanderheyden, Witt, & Gatti, 2001), with only one testing the effectiveness of the treatment following the assessment process.…”

Section: Classroom Management Strategiesmentioning

confidence: 99%

Examining Behavioral Consultation Plus Computer-Based Implementation Planning on Teachers’ Intervention Implementation in an Alternative School

Long

Sanetti

Lark

et al. 2018

Remedial and Special Education

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Students who demonstrate the most challenging behaviors are at risk of school failure and are often placed in alternative schools, in which a primary goal is remediating behavioral and academic concerns to facilitate students’ return to their community school. Consistently implemented evidence-based classroom management is necessary toward this goal; yet, many teachers report not having the necessary knowledge or skills to effectively manage behavior in their classroom. Implementation Planning (IP) is a proactive and efficient implementation support that has evidence of being effective when delivered by a consultant during behavioral consultation. The primary aim of this multiple baseline design study was to extend the findings on consultant-mediated IP by evaluating the effect of a self-guided, computer-based version of IP on teacher treatment integrity of classroom management plans. Unlike previous studies of consultant-mediated IP, results from this study indicated a minimal effect across dimensions of teachers’ implementation, and thus also on student disruptions.

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Functional Behavioral Assessment: Principles, Procedures, and Future Directions

Cited by 204 publications

References 44 publications

The association between self-injurious behaviors and autism spectrum disorders

The association between self-injurious behaviors and autism spectrum disorders

Family-Centered Applied Behavior Analysis for Children With Autism Spectrum Disorder

Examining Behavioral Consultation Plus Computer-Based Implementation Planning on Teachers’ Intervention Implementation in an Alternative School

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