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Assessment of Behavior Problems and the Use of Functional Behavioral Assessment During Early Childhood

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Early Childhood Assessment in School and Clinical Child Psychology

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Abstract

Assessing behavior problems in early childhood is important, given how common challenging behavior is among preschool-aged children. While some children seemingly outgrow these difficulties, a significant number go on to exhibit severe behavior disorders or mental health problems, suggesting a high level of continuity of behaviors. In addition, research with preschoolers has found connections between social or behavioral problems and poor learning or academic outcomes. Given that young children might exhibit a number of behavior problems making them at risk for later academic adjustment issues, early assessment and prevention-focused intervention is crucial. The use of functional behavioral assessments (FBAs) is a promising form of assessment that considers information from a variety of sources in an effort to determine the purpose of the behavior and develop a function-behavior support plan. This chapter reviews the applications of FBA with young children and describes specific methods, including indirect, direct, and functional analysis. Implications for clinicians are discussed, including specific steps for conducting an FBA with young children.

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Author information

Authors and Affiliations

  1. School Psychology Program, Department of Special Education and Clinical Sciences, University of Oregon, Eugene, USA

    Laura Lee McIntyre

  2. College of Education, University of Oregon, Eugene, USA

    Nandita Golya

Authors
  1. Laura Lee McIntyre
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  2. Nandita Golya
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Correspondence to Laura Lee McIntyre .

Editor information

Editors and Affiliations

  1. Dept. Advanced Studies in Psychology, Kean University, Hillside, New Jersey, USA

    Adrienne Garro

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McIntyre, L.L., Golya, N. (2016). Assessment of Behavior Problems and the Use of Functional Behavioral Assessment During Early Childhood. In: Garro, A. (eds) Early Childhood Assessment in School and Clinical Child Psychology. Springer, New York, NY. https://doi.org/10.1007/978-1-4939-6349-2_6

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