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Functional Behavioral Assessment of Nonverbal Behavior

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Handbook of Nonverbal Assessment

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Abstract

Interest in functional behavioral assessment (FBA) procedures may be traced to several factors. First, a long-established and evolving research base has demonstrated that FBA procedures can play an important role in preventing and remedying problem behaviors, particularly in people with disabilities (Ervin, Ehrhardt, & Poling, 2001). Second, psychologists and educators have often sought to enhance service delivery by linking assessment procedures to interventions, thereby unifying these primary service activities (Batsche & Knoff, 1995; Gresham & Lambros, 1998). Third, recent statutory changes in how students with disabilities are served have enhanced interest in functional behavioral assessment across psychoeducational professionals (Nelson, Roberts, Rutherford, Mathur, & Aaroe, 1999; Telzrow, 1999; Yell & Shriner, 1997).

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Author information

Authors and Affiliations

  1. Department of Educational Psychology and Counseling, University of Tennessee, Knoxville, Tennessee, 37996, USA

    Christopher H. Skinner

  2. Department of Psychology, Western Michigan University, Kalamazoo, Michigan, 49008, USA

    Ruth A. Ervin

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  1. Christopher H. Skinner
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  2. Ruth A. Ervin
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Editors and Affiliations

  1. University of Tennessee, Knoxville, Tennessee, USA

    R. Steve McCallum

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Skinner, C.H., Ervin, R.A. (2003). Functional Behavioral Assessment of Nonverbal Behavior. In: McCallum, R.S. (eds) Handbook of Nonverbal Assessment. Springer, Boston, MA. https://doi.org/10.1007/978-1-4615-0153-4_13

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  • DOI: https://doi.org/10.1007/978-1-4615-0153-4_13

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