Slowing down the Bandwagon: The Misapplication of Functional Assessment for Students with Emotional or Behavioral Disorders

Abstract

Despite the tremendous attention being given to functional assessment and legal mandates regarding its use, little is known empirically about this process for students with emotional or behavioral disorders (E/BD). This article discusses the promise and practice of functional assessment, provides a critical review of the existing experimental literature in the area of E/BD, and presents a research agenda that will lead to more informed decisions regarding the use of functional assessment in the schools.

Differential Effects of a Tier Two Behavior Intervention Based on Function of Problem Behavior

“…Decades of research support the use of functional behavior assessment as an intervention planning tool for students exhibiting problem behavior (Carr, Horner, et al, 1999;Lane, Umbreit, & Beebe-Frankenberger, 1999;McIntosh, Brown, & Borgmeier, in press). Although some researchers in the past have criticized its utility (Gresham, 2003;Sasso, Conroy, Stichter, & Fox, 2001), recent research has shown that interventions that do not address the function of problem behavior are unlikely to be successful in reducing moderate to severe problem behavior (Carter & Horner, 2007, in press;Filter & Horner, in press;Ingram, Lewis-Palmer, & Sugai, 2005;March & Horner, 2002;Newcomer & Lewis, 2004). Therefore, a key consideration when assessing an RTI model of behavior support is whether function of problem behavior moderates the response to tier two interventions.…”

Comparison of Functional Assessment Methods Targeting Aggressive and Stereotypic Behaviour in a Child with Autism

“…Different approaches have been taken to the functional assessment process, these approaches varying on (a) time/effort/cost, (b) richness of information gained, and (c) ability to differentiate between correlational and functional associations between behaviour and observed antecedents/consequences. Researchers differ in their views regarding the utility of both indirect and direct, but nonexperimental functional assessment procedures and the feasibility of undertaking in situ functional analyses (Alter, Conroy, Mancil, & Haydon, 2008;Fox, 1998;Sasso, Conroy, Peck Stichter, & Fox, 2001).…”

Use of the Structured Descriptive Assessment With Typically Developing Children

“…27). To date, however, the vast majority of research on functional assessment has been conducted with individuals with developmental disabilities; relatively little research exists to guide practitioners working with typically developing children-children not diagnosed with mental retardation or some other developmental delay (Fox, Conroy, & Heckaman, 1998;Hanley, Iwata, & McCord, 2003;Heckaman, Conroy, Fox, & Chait, 2000;Sasso, Conroy, Stichter, & Fox, 2001). In a review of the literature, Sasso et al identified only 18 published studies using pretreatment functional assessment with children identified as having or being at risk for an emotional or behavioral disorder.…”