Classroom-based functional behavioral assessment

Does the literature support high fidelity implementation?

R. Allan Allday, James R Nelson, Caroline S. Russel

Research output: Contribution to journalArticle

8 Citations (Scopus)

Abstract

Functional behavioral assessments (FBA) have been mandated for use in schools since the reauthorization of the Individuals with Disabilities Education Act in 1997. Prior to this time, FBA were under-utilized in schools because of the complexity of the process. Translating this tool into an applied use in the schools has proven challenging to practicing teachers. We examined data-based and practical articles related to key components of FBA, including data collection, hypothesis development, brief functional analysis, and behavior intervention plan development and how these components are utilized and disseminated.Computer database searches returned 45 articles related to teacher involvement in the FBA process. Results suggest that each component is being disseminated in both data-based and practical articles to varying degrees; however, there remains a gap in the research-to-practice application of FBA.

Original languageEnglish (US)
Pages (from-to)140-149
Number of pages10
JournalJournal of Disability Policy Studies
Volume22
Issue number3
DOIs
StatePublished - Dec 1 2011

Fingerprint

classroom
Process Assessment (Health Care)
school
functional analysis
Databases
Education
teacher
Research
disability
act
literature
education

Keywords

  • assessment
  • behavior
  • classroom
  • functional
  • intervention

ASJC Scopus subject areas

  • Health(social science)
  • Law

Cite this

Classroom-based functional behavioral assessment : Does the literature support high fidelity implementation? / Allday, R. Allan; Nelson, James R; Russel, Caroline S.

In: Journal of Disability Policy Studies, Vol. 22, No. 3, 01.12.2011, p. 140-149.

Research output: Contribution to journalArticle

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