Methodological Issues in Functional Analysis: Generalizability to Other Disability Groups

Abstract

Functional assessment is now required for some students under the Individuals with Disabilities Education Act (IDEA) reauthorization provisions to assist in the identification of positive behavioral intervention plans and supports. Functional analysis, the approach to functional assessment that is used to identify the causes of behavior and facilitate the development of such plans, has an extensive history in behavioral theory and practice. However, four methodological issues should be resolved before the field can adopt functional analysis as standard practice in the schools: (1) client characteristics, (2) response classes, (3) analog assessments, and (4) criteria for determining behavioral function. At this time, most of what we know about functional analysis of behavior is based on research with self-injurious behavior conducted with clients having severe and profound mental retardation. Until these methodological issues have been resolved, we must question the use of this technique as outlined in the 1997 amendments to IDEA.

A Brief Intervention to Increase the use of Precorrection and Praise by Elementary School Teachers

“…Can educators, with existing knowledge, conduct a high-quality, functional behavior analysis (Gresham & Quinn, 1999;Nelson et al, 1999;O'Neill & Stephenson, 2009;Reid & Nelson, 2002;Solnick & Ardoin, 2010;Van Acker et al, 2005)? 2.…”

“…3. Do educators have the skills necessary to implement behavior interventions (Allday et al, 2011;Conroy, Clark, Fox, & Gable, 2000;Gresham & Quinn, 1999;Reid & Nelson, 2002)?…”

“…In these cases, one of the first questions mediators will ask is whether the interventions were implemented (Etscheidt, 2006). Additionally, if the plan is not implemented with a high degree of fidelity, the effectiveness of the plan can't be measured (Gresham & Quinn, 1999). When this happens, critical placement and intervention decisions may be made based on inaccurate data.…”

“…As discussed previously, two of the most common concerns about behavior supports are (a) Are the resources available to implement research based behavior supports (Hieneman, et al, 2005;Nelson et al, 1999;Reid & Nelson, 2002)? And (b) Do school site personnel have the skills necessary to implement behavior interventions (Allday et al, 2011;Conroy et al, 2000;Gresham & Quinn, 1999;Reid & Nelson, 2002)? The precorrection training involved in this research is a lowlabor-intensity process that doesn't require any additional resources and builds on the instructional skills of educators, allowing them to quickly incorporate these practices into their instruction.…”

Decreasing Disruptive Vocalizations of a Student With High-Functioning Autism Across Three General Education Classrooms

“…Research reviews on FBA in general education classrooms indicate that a majority of studies were conducted with students with emotional and behavioral disorders (Gresham, Quinn, & Restori, 1999;Lane, Umbreit, & Beebe-Frankenberger, 1999;Lewis & Sugai, 1996a, 1996bNelson, Roberts, Mathur, & Rutherford, 1999;Sasso, Conroy, Stichter, & Fox, 2001). Research reviews on FBA in general education classrooms indicate that a majority of studies were conducted with students with emotional and behavioral disorders (Gresham, Quinn, & Restori, 1999;Lane, Umbreit, & Beebe-Frankenberger, 1999;Lewis & Sugai, 1996a, 1996bNelson, Roberts, Mathur, & Rutherford, 1999;Sasso, Conroy, Stichter, & Fox, 2001).…”