A Critical Analysis of Functional Assessment: Issues for Researchers and Practitioners

Abstract

This article addresses the use of an analytical approach to making treatment decisions known as functional assessment. The usefulness of functional assessment with students with emotional/behavioral disorders is predicated on the assumption that the effectiveness of treatment increases if it matches the function of the target behavior(s). Discussion covers both indirect and direct measures of the relationship between the target behavior and variables that may be maintaining the behavior. Strategies for selecting and verifying hypothesis-driven treatment decisions are presented. In that the accumulated research has failed to dislodge some stumbling blocks to the use of functional assessment, several methodological solutions are offered for researchers and practitioners.

Addressing Problem Behaviors in Schools: Use of Functional Assessments and Behavior Intervention Plans

“…Functional assessment incorporates a variety of techniques and strategies to diagnose the causes and to select interventions to address student problem behaviors (e.g., Gable, 1996;Sugai & Tindal, 1993). Its purpose is to identify and promote student behavior that serves the same function but is more socially acceptable.…”

“…That information, collected both indirectly and directly, allows school personnel to predict the circumstances under which the problem behavior is likely to occur (Gable, 1996). One should use multiple measures to conduct the assessment, as a single source will not produce accurate information, especially if the problem behavior serves several functions that vary according to circumstance.…”

“…One should use multiple measures to conduct the assessment, as a single source will not produce accurate information, especially if the problem behavior serves several functions that vary according to circumstance. For example, making inappropriate comments during lectures may serve to get peer attention in some instances; in another context, the same behavior may serve to avoid being called on by the teacher (e.g., Gable, 1996).…”

“…The problem behavior pathway chart (see Appendix C) affords an opportunity to sequentially arrange information collected on setting events, antecedents, the behavior itself, and likely maintaining consequences. In analyzing the temporal distribution of events, IEP teams can identify one or more of these variables to manipulate in an attempt to produce a positive change in behavior (see Gable, 1996;Schmid & Evans, 1998;Sugai & Tindal, 1993).…”

Building Competence in FBA: Are We Headed in the Right Direction?

“…Because there is a lack of precise information about what constitutes an FBA, particularly for students with EBD (Gable, 1996(Gable, , 1999Scott, Meers, & Nelson, 1999), designing quality training programs poses a challenge. In addition, the lack of a prescribed policy and/or research base may limit the use of appropriate FBA as well as affect the legal aspects of using it (Yell & Katsiyannis, this issue, pp.…”