Intervention selection profile-function: An examination of decisional accuracy relative to traditional FBA data.

Abstract

The purpose of this study was to examine the accuracy of function-based decisions made in consideration of scores from the Intervention Selection Profile-Function (ISP-Function), a tool founded upon direct behavior rating (DBR) methodology. The ISP-Function is designed to be a brief measure, given the need for efficient and low-resource assessments in schools. Data from a previous investigation were used to create data reports for each of 34 elementary students with a history of exhibiting disruptive behavior in the classroom. The first report summarized ISP-Function data that the student's classroom teacher collected. The second report was representative of more typical functional behavior assessment (FBA), summarizing data collected via a functional assessment interview with the teacher, as well as systematic direct observation data. Nine school psychologists conducted blind reviews of these reports and derived decisions regarding the function of each student's behavior (e.g., adult attention or escape/avoidance). Gwet's agreement coefficients were statistically significant and suggested fair to almost perfect correspondence between ISP-Function and FBA reports. Limitations and implications for practice are discussed herein. Impact and ImplicationsSchool psychologists and behavior consultants are often tasked with collecting functional behavioral assessment (FBA) data for children demonstrating disruptive behavior. The present study examines the utility of the Intervention Selection Profile (ISP)-Function, a brief assessment tool designed to efficiently collect data regarding the function of student behavior. Results demonstrate fair to almost perfect correspondence between the ISP-Function and traditional FBA reports.