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Functional Analysis in Public School Settings: A Systematic Review of the Literature

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Abstract

Previous studies have shown that variations of experimental functional analysis (FA) can be used effectively as part of the functional behavioral assessment process in educational settings. The purpose of the current study was to review the literature pertaining to FA of problem behavior in schools focusing on method, topographies, and results. Results of this review showed that analog functional analysis (AFA) are conducted most often in school settings; but recent trends show that use of adapted formats (e.g., trial-based FA and brief FA) are increasing. Analysis of FA results identified most frequent topographies and maintaining variables of problem behavior in the reviewed studies. Trends in teacher-implemented FA are discussed, as well as discrepancies surrounding the terminology of FA in the literature base. Implications for further research, such as social validity of FA in public schools and use of multiple targeted topographies within school-based FA are presented.

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Acknowledgments

We thank Dr. Nathan Clemens for his helpful comments on an earlier version of this article.

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  1. Department of Special Education, University of Texas at Austin, Austin, TX, 78712, USA

    Ross Nesselrode, Terry S. Falcomata, Lauren Hills & Patricio Erhard

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Nesselrode, R., Falcomata, T.S., Hills, L. et al. Functional Analysis in Public School Settings: A Systematic Review of the Literature. Behav Analysis Practice 15, 958–970 (2022). https://doi.org/10.1007/s40617-022-00679-8

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