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A Review of Functional Analysis Methods Conducted in Public School Classroom Settings

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Abstract

The use of functional behavior assessments (FBAs) to address problem behavior in classroom settings has increased as a result of education legislation and long-standing evidence supporting function-based interventions. Although functional analysis remains the standard for identifying behavior–environment functional relations, this component is rarely included in FBAs in practice. To address this research-to-practice gap, we searched the FBA literature to identify studies including functional analyses (FAs) conducted in students’ usual classrooms and implemented by school personnel in public school settings. FAs were defined broadly as assessments involving systematic manipulation of one or more antecedent or consequent variable to evaluate environmental influences on student problem behavior. We identified 39 studies including FAs for 88 participants. All studies were coded with regard to FA approaches and procedures as well as student, classroom, and implementer characteristics. In addition, we evaluated the extent to which FA methods in the study sample aligned with previous recommendations to address practical barriers to implementation. Results revealed a range of FA approaches that varied according to student and classroom characteristics, as well as several strategies to address implementation barriers that have been under-utilized in classroom-based FAs to date.

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Notes

  1. IDEIA (2004) mandates FBA and behavior intervention plans following a positive manifestation determination or change in educational placement.

  2. The longitudinal FA (Moore et al. 2009) was conducted during a medication crossover evaluation over two school years; sessions were conducted once a week during the first school year and once a month during the second school year.

  3. The FA with a total of 151 sessions was the longitudinal functional analysis (Moore et al. 2009). Even without this study, the mean number of sessions remained above 20 (21.4; range, 3–80).

  4. Does not include 6 studies with combination or unspecified classroom types.

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Acknowledgments

The authors would like to thank Claire Diekman, Anne Doyle, and Jessica Torelli for their assistance in identifying and coding articles for this manuscript.

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  1. Department of Special Education, Peabody College of Education and Human Development, Vanderbilt University, Box 228, Nashville, TN, 37203, USA

    Blair P. Lloyd, Emily S. Weaver & Johanna L. Staubitz

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Lloyd, B.P., Weaver, E.S. & Staubitz, J.L. A Review of Functional Analysis Methods Conducted in Public School Classroom Settings. J Behav Educ 25, 324–356 (2016). https://doi.org/10.1007/s10864-015-9243-y

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