Functional behavioral assessment (FBA) is defined as a range of behavior assessment procedures that are used to identify or clarify functional relationships between behavior and environmental events. A variety of methods and instruments are used within a FBA (e.g., record reviews, interviews, rating scales, direct observations, experimental analysis conditions) and the increased awareness of this methodology has created interest in properly investigating the psychometric properties (e.g., reliability, validity) of the measures. Preliminary convergent validity has been demonstrated across some of the measures used to identify functional relationships; however, further evaluation is needed to establish the psychometric properties as well as the utility of functional assessment measures. The primary purpose of the current research was to evaluate psychometric properties of a newly developed informant record (e.g., Functional Assessment Informant Record for Parents-Checklist; FAIR-P-CL). Specifically, the reliability of the measure (i.e., test-retest and inter-scorer reliability), validity of the measures (i.e., convergence with the Functional Assessment Screening Tool-Revised; FAST-R and convergence across phases of FBA), and socially validity (i.e., use of acceptability rating scales) were assessed. Results of the study suggested appropriate test-retest reliability of the FAIR-P-CL. Convergent validity was obtained across all phases of FBA with the majority of participants. The FAIR-P-CL identified the target behavior noncompliance as a multiple function behavior for 4 out of 5 participants suggesting the use of a treatment package in contrast to a specific function-based intervention. Appropriate social validity was obtained across the FAIR-P-CL, assessment and intervention phases of the study. Overall results of the study provided preliminary support for the psychometric properties of the FAIR-P-CL and extended the utility of functional assessment instruments to typically developing children in a clinic-based setting.

This study assessed the convergent validity of the Functional Assessment Informant Record for Teachers (FAIR-T; Edwards, 2002) with analog functional analyses (FAs). Participants were five teachers and students located at a specialized school serving individuals with disabilities. Teachers had worked with the student for a minimum of 1 month, and students displayed a variety of behavioral topographies. The FAIR-T was conducted by the researcher using telephone or video conferencing technology, and analog functional analyses were conducted in a clinic setting by trained therapists within the course of the student’s typical treatment plan. Results of the FAIR-T were coded according to function, and the results of the analog FAs were graphed and analyzed visually. Results of the FAIR-T and FAs indicated limited convergence between the two assessment methods, though results were somewhat inconclusive. Results are discussed in relation to the utility of the FAIR-T, particularly in the school setting. Directions for future research are discussed in light of the need to delineate efficient means with which to conduct functional behavior assessments within the schools.

This study validated and evaluated the feasibility of a web-based electronic behavior assessment system, ‘eBA’, designed to facilitate collaboration between caregivers and service providers (behavior analysts) in conducting indirect functional behavior assessment (FBA). In Phase 1, the content and the web architecture of the eBA were validated and refined through a formative evaluation by five behavior analysts. In Phase 2, the eBA system was pilot tested with 10 service providers and 10 caregivers using a post-test only control group design to examine the efficiency and quality of the system and identify the levels of satisfaction with the system by the service providers and caregivers. The results indicated that the eBA system components were appropriate to conduct indirect FBA and useful for use by caregivers and service providers collaboratively, gathered quality information, and showed higher levels of caregiver and service provider satisfaction, compared to traditional paper-pencil format of assessment.

Presession pairing is an antecedent intervention that has shown to decrease problem behavior of elementary school children with autism, whose problem behavior is maintained by social reinforcement. It has also shown modest increases in academic responding. However, the research on presession pairing has not examined its efficacy or acceptability in the natural classroom setting when implemented by the teacher. Therefore, this study used teacher training and a multiple baseline across participants design to test the potential efficacy of teacher-implemented presession pairing in increasing on-task behavior and reducing problem behavior of four students with problem behavior in inclusive public elementary school classrooms. The results indicated that the presession pairing successfully increased on-task behavior and decreased problem behavior for all participating students. The social validity assessment indicated that the teachers found the presession intervention contextually fit, easy to implement, and effective for all students in the classroom.

This study examined the effectiveness of a school-based intervention process known as Prevent-Teach-Reinforce for children with a combination of externalizing and internalizing behaviors compared to children with only externalizing behaviors. The dependent variables examined were social skills, problem behaviors, and academic engaged time. Data for the current study were taken from archival data collected by the Florida Mental Health Institute that included students in kindergarten through 8th grade. A series of repeated-measures analysis of variance (ANOVA) was used to identify differences in improvement on the dependent variables for the two groups of students. Research questions focused on the main effects as well as interaction effects between the type(s) of behavioral problems displayed (i.e., externalizing only, combination of externalizing and internalizing). Behavior problem classification was determined by calculating students' individual subscale scores on the Social Skills Rating Scale. The current study found support for the use of the Prevent-Teach-Reinforce intervention for children with varying behavioral profiles. Significant improvements were found in social skills, behavioral problems, and academic engaged time for students. Additionally, results of this study indicate that internalizing behaviors did not serve as a moderator to treatment effectiveness for students with externalizing behavior problems who received the PTR intervention. That is, improvements were similar for both groups, demonstrating that PTR is a process that can be used in an equally-effective way for both populations.

This study examined the effectiveness of function-based interventions applied within a school for the deaf. The participants were elementary-aged males diagnosed as deaf or hard of hearing (D/HH) who exhibited chronic off-task behaviors throughout the school day. This study was conducted across two phases: (a) a descriptive functional behavior assessment (FBA) was conducted for each participant and (b) individualized function-based interventions were developed based on the results of the FBAs followed by the implementation of the interventions in each classroom using a single-subject, ABAB reversal design. The function-based interventions significantly improved each participant's on-task behavior in his classroom environment. Furthermore, social validity ratings by each teacher revealed that the interventions were effective, easy to implement, and appropriate for each participant. Implications for application of the procedures used in this study with the D/HH population, limitations, and directions for future research are discussed.

Current research shows that school’s behavior intervention plans are lacking in key components, indicating a need for a standardized model of assessment that sustains teacher adherence, acceptance, and feasibility. Prevent-Teach-Reinforce (PTR) is a model that combines the principles of applied behavior analysis and positive behavior support to provide a standardized approach to conducting a functional assessment and creating a behavior plan. Studies have indicated that PTR is effective in improving student behavior and academic engagement. The current study evaluated the use of PTR for three high school students classified as emotional behavioral disorder (EBD). Results indicated that teacher-implemented functional assessment and intervention planning through the use of PTR was effective at creating substantial reductions in problem behaviors and improvements in replacement behaviors for all three students. In addition, teachers were able to implement the interventions with high levels of fidelity, and social validity scores obtained from both the teachers and students indicated that the acceptability of the PTR procedures and results was relatively high.

The purpose of this study was to evaluate the process and outcomes of using the Teaching Tools for Young Children with Challenging Behavior (TTYC) with two kindergarten classroom teachers and two high functioning children with autism spectrum disorders engaging in moderate problem behavior during daily classroom routines. The focus was to evaluate the extent to which the kindergarten teachers could adequately use the TTYC toolkit with minimal behavioral consultation in the assessment and intervention process and to examine its impact on student behavior. A multiple baseline design across routines was used for each child to evaluate the child outcomes. The results indicated that the teachers successfully used the TTYC toolkit to design and implement routine-based intervention plans with fidelity, and their implementation of the intervention plan led to increased replacement behavior and decreased problem behavior across routines for both children. Improved levels of behaviors were maintained at 2-week follow up for one child.

No description available.

This study evaluated the use of the Prevent-Teach-Reinforce for Secondary (PTR-SEC) model as an individualized Tier 3 intervention within the School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) in three high school classrooms. Three teaching staff (two teachers and one instructional aide) and three students with autism spectrum disorders participated in the study. The study examined the degree to which the classroom staff implemented the PTR intervention plan with fidelity and its impact on the students’ behaviors, using a multiple baseline across participants design. The results indicated that the teaching staff implemented the PTR intervention plan with high levels of fidelity, and their implementation of the intervention plan led to decreases in problem behavior and increases in replacement behavior across all three participating students with ASD. The PTR-SEC teams found the PTR-SEC intervention to be acceptable and satisfactory; all three staff expressed interest in continuing to implement the PTR intervention plan after completion of the study.