Multifaceted functional behavior assessment for students with externalizing behavior disorders

Abstract

Recent federal mandates have increased interest in the use of functional behavior assessment as a necessary part of initial and ongoing work with students with externalizing behavior disorders. A multifaceted approach to functional behavior assessment provides a comprehensive assessment of both behavioral excesses and deficits commonly found in externalizing behavior disorders and also provides for the linkage of assessment information to educational interventions that can be implemented and monitored in educational settings for students with behavior disorders. The authors, using a variety of empirically derived methods, describe specific components of a multifaceted approach to functional behavior assessment in the context of the widely accepted behavioral excess/deficit model for students with externalizing behavior disorders. Empirically derived and validated methodologies (i.e., indirect data collection and analysis, direct observation and recording of behavior, and use of probes to establish baseline rates and measure impacts of intervention) are described. Technology-assisted data collection and analysis using computerassisted functional behavior assessment interviews and direct observation of behavior using personal digital assistant (PDA) based software are also presented as a means to improve efficiency and reduce time needed to conduct adequate functional behavior assessments. Specific strategies to address academic skill and performance deficits as well as social skills deficiencies in the context of a multifaceted functional behavior assessment are also presented for students with externalizing behavior disorders.

Reducing subjectivity in special education referrals by educators working with Latino students: using functional behavioral assessment as a pre-referral practice in student support teams

“…Implementing the functional behavioral assessment as a pre-referral intervention Over several decades, the FBA has developed a long history of both clinical and field success in helping educators to understand the reason for the demonstration of challenging behaviors by students (Alberto and Troutman 2009;Moreno 2010;Olympia et al 2002;Quinn et al 2001;Scott et al 2003;Umbreit et al 2007;Wheeler and Richey 2010). The FBA process is based on scientific principles in applied behavior analysis, which presents the demonstration of all behavior as purposeful and fulfilling a need of the individual through either socially acceptable demonstrations or challenging behaviors.…”

Special Education Referrals and Disciplinary Actions for Latino Students in the United States

“…The FBA process has demonstrated significant scientific validity and reliability across various settings and has been stipulated in IDEA as a required practice to assist students with disabilities (Burke, Hagan-Burke, & Sugai, 2003;Crimmins & Farrell, 2006;Fox & Gable, 2004;Ingram, Lewis-Palmer, & Sugai, 2005;Moreno, 2010;Olypmia, Heathfield, Jenson, & Clark, 2002). In the FBA process, educators collect both qualitative (e.g., interviews, school disciplinary records) and quantitative (e.g., direct observation, frequency counts) data and develop a behavioral hypothesis to understand the demonstration of the challenging behavior.…”

Positive Support Strategies for Students with Behavioral Disorders in General Education Settings

“…That is, to intervene effectively, we must identify exactly what variables, conditions, or events may be contributing to student behavior. Identifying these variables allows practitioners to select intervention strategies based on the contexts and functions of student behavior (e.g., escape from academic demands, obtaining peer attention), which may produce better outcomes (Ervin, Radford, & Bertch, 2001;Olympia, Heathfield, & Jensen, 2002;Reid & Nelson, 2002;. PBS involves engaging in a process of information gathering to identify (a) circumstances (when, where, with whom) associated with occurrences and nonoccurrences of problem behavior, including both immediate (antecedents) and more distal (setting event) variables; and (b) outcomes of behavior (i.e., what student(s) get or avoid through their behavior, including both planned and incidental consequences).…”