Skip to main content
SpringerLink
Log in

Comparing Functional Behavior Assessment-Based Interventions and Non-functional Behavior Assessment-Based Interventions: A Systematic Review of Outcomes and Methodological Quality of Studies

  • Original Paper
  • Published:
Journal of Behavioral Education Aims and scope Submit manuscript

Abstract

This review compared the effectiveness of functional behavior assessment-based interventions (FBAI) versus non-functional behavior assessment-based interventions (NFBAI) through an examination of 24 single-case design (SCD) studies that directly compared the effects of these intervention approaches. This review also systematically examined the quality of these studies. All of the reviewed studies reported relative effectiveness of FBAI over NFBAI in reducing problem behaviors, showing a higher percentage of behavior reduction in FBAI than NFBAI conditions. None of the reviewed studies met all of the What Works Clearinghouse Design Standards for SCD (Kratochwill et al. in Single-case designs technical documentation, 2010). We discussed methods of comparing the effects of FBAI versus NFBAI and made methodological suggestions for future research in this area.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

Articles marked with a * were the studies included in the review

  • *Addison, L. R., Piazza, C. C., Patel, M. R., Bachmeyer, M. H., Rivas, K. M., Milnes, S. M., et al. (2012). A comparison of sensory integrative and behavioral therapies a treatment for pediatric feeding disorders. Journal of Applied Behavior Analysis,45(3), 455–471. https://doi.org/10.1901/jaba.2012.45-455.

    Article  PubMed  PubMed Central  Google Scholar 

  • Baer, D. M., Wolf, M. M., & Risley, T. R. (1987). Some still-current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis,20(4), 313–327.

    PubMed  PubMed Central  Google Scholar 

  • Bambara, L. M., Goh, A., Kern, L., & Caskie, G. (2012). Perceived barriers and enablers to implementing individualized positive behavior interventions and supports in school settings. Journal of Positive Behavior Interventions,14(4), 228–240.

    Google Scholar 

  • Bambara, L. M., Nonnemacher, S., & Kern, L. (2009). Sustaining school-based individualized positive behavior support: Perceived barriers and enablers. Journal of Positive Behavior Interventions,11(3), 161–176.

    Google Scholar 

  • Behavior Analyst Certification Board. (2014). Professional and ethical compliance code for behavior analysts. Retrieved from 16 November 2017, from http://bacb.com/wp-content/uploads/2016/03/160321-compliance-code-english.pdf.

  • *Bellone, K. M., Dufrene, B. A., Tingstrom, D. H., Olmi, D. J., & Barry, C. (2014). Relative efficacy of behavioral interventions in preschool children attending head start. Journal of Behavioral Education,23(3), 378–400.

    Google Scholar 

  • Bormann, I. (2012). DigitizeIt (Version 2.2) [Computer software]. Retrieved 24 December 2018, from http://www.digitizeit.de.

  • *Briere, D. E. I., & Simonsen, B. (2011). Self-monitoring interventions for at-risk middle school students: The importance of considering function. Behavioral Disorders,36(2), 129–140.

    Google Scholar 

  • *Campbell, A., & Anderson, C. M. (2008). Enhancing effects of check-in/check-out with function-based support. Behavioral Disorders,33(4), 233–245.

    Google Scholar 

  • Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis,18(2), 111–126.

    PubMed  PubMed Central  Google Scholar 

  • *Carter, D. R., & Horner, R. H. (2007). Adding functional behavioral assessment to first step to success: A case study. Journal of Positive Behavior Interventions,9(4), 229–238.

    Google Scholar 

  • *Carter, D. R., & Horner, R. H. (2009). Adding function-based behavioral support to first step to success: Integrating individualized and manualized practices. Journal of Positive Behavior Interventions,11(1), 22–34.

    Google Scholar 

  • Chafouleas, S. M., Briesch, A. M., Riley-Tillman, T. C., & McCoach, D. B. (2009). Moving beyond assessment of treatment acceptability: An examination of the factor structure of the usage rating profile—intervention (URP-I). School Psychology Quarterly,24, 36–47.

    Google Scholar 

  • Chitiyo, M., & Wheeler, J. J. (2009). Challenges faced by school teachers in implementing positive behavior support in their school systems. Remedial and Special Education,30, 58–63.

    Google Scholar 

  • *Devlin, S., Healy, O., Leader, G., & Hughes, B. M. (2011). Comparison of behavioral intervention and sensory-integration therapy in the treatment of challenging behavior. Journal of Autism and Developmental Disorders,41(10), 1303–1320.

    PubMed  Google Scholar 

  • *Devlin, S., Leader, G., & Healy, O. (2009). Comparison of behavioral intervention and sensory-integration therapy in the treatment of self-injurious behavior. Research in Autism Spectrum Disorders,3, 223–231.

    Google Scholar 

  • *Doughty, S. S., Poe, S. G., & Anderson, C. M. (2005). Effects of punishment and response-independent attention on severe problem behavior and appropriate toy play. Journal of Early and Intensive Behavior Intervention,2(2), 91–98.

    Google Scholar 

  • Dunlap, G., & Fox, L. (2011). Function-based interventions for children with challenging behavior. Journal of Early Intervention,33(4), 333–343.

    Google Scholar 

  • Dunn, M. E., Shelnut, J., Ryan, J. B., & Katsiyannis, A. (2017). A systematic review of peer-mediated interventions on the academic achievement of students with emotional/behavioral disorders. Education and Treatment of Children,40(4), 497–524.

    Google Scholar 

  • *Ellingson, S., Miltenberger, R., Stricker, J., Galensky, T., & Garlinghouse, M. (2000). Functional assessment and intervention for challenging behaviors in the classroom by General classroom teachers. Journal of Positive Behavior Interventions,2(2), 85–97.

    Google Scholar 

  • Elliott, S. N., & Treuting, M. V. (1991). The Behavior Intervention Rating Scale: Development and validation of a pretreatment acceptability and effectiveness measure. Journal of School Psychology,29, 43–51.

    Google Scholar 

  • *Everett, G. E., Olmi, D. J., Edwards, R. P., Tingstrom, D. H., Sterling-Turner, H. E., & Christ, T. J. (2007). An empirical investigation of time-out with and without escape extinction to treat escape-maintained noncompliance. Behavior Modification,31(4), 412–434.

    PubMed  Google Scholar 

  • Fettig, A., & Barton, E. E. (2014). Parent implementation of function-based intervention to reduce children’s challenging behavior: A literature review. Topics in Early Childhood Special Education,34(1), 49–61.

    Google Scholar 

  • *Filter, K. J., & Horner, R. H. (2009). Function-based academic interventions for problem behavior. Education and Treatment of Children,32(1), 1–19.

    Google Scholar 

  • Gast, D. L., & Ledford, J. R. (2014). Single case research methodology: Applications in special education and behavioral sciences. New York: Routledge.

    Google Scholar 

  • Gresham, F. M., Watson, T. S., & Skinner, C. H. (2001). Functional behavioral assessment: Principles, procedures, and future direction. School Psychology Review,30(2), 156–172.

    Google Scholar 

  • Hanley, G. P. (2012). Functional assessment of problem behavior: Dispelling myths, overcoming implementation obstacles, and developing new lore. Behavior Analysis in Practice,5(1), 54–72.

    PubMed  PubMed Central  Google Scholar 

  • *Hansen, B. D., Wills, H. P., & Kamps, D. M. (2014a). Effects of aligning self-management interventions with functional behavioral assessment. Education and Treatment of Children,37(3), 393–406.

    Google Scholar 

  • *Hansen, B. D., Wills, H. P., Kamps, D. M., & Greenwood, C. R. (2014b). The effects of function-based self-management interventions on student behavior. Journal of Emotional and Behavioral Disorders,22(3), 149–159.

    Google Scholar 

  • Horner, R. H. (1994). Functional assessment: Contributions and future directions. Journal of Applied Behavior Analysis,27(2), 401–404.

    PubMed  PubMed Central  Google Scholar 

  • Hurl, K., Wightman, J., Haynes, S. N., & Virues-Ortega, J. (2016). Does a pre-intervention functional assessment increase intervention effectiveness? A meta-analysis of within-subject interrupted time-series studies. Clinical Psychology Review,47, 71–84.

    PubMed  Google Scholar 

  • Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004).

  • *Ingram, K., Lewis-Palmer, T., & Sugai, G. (2005). Function-based intervention planning comparing the effectiveness of FBA function-based and non-function-based intervention plans. Journal of Positive Behavior Interventions,7(4), 224–236.

    Google Scholar 

  • Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994). Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis,27(2), 197–209.

    PubMed  PubMed Central  Google Scholar 

  • Johnston, J. M., & Pennypacker, H. S. (1993). Strategies and tactics for human behavioral research (2nd ed.). Hilsdale, NJ: Erlbaum.

    Google Scholar 

  • *Kilgus, S. P., Fallon, L. M., & Feinberg, A. B. (2016). Function-based modification of check-in/check-out to influence escape-maintained behavior. Journal of Applied School Psychology,32(1), 24–45.

    Google Scholar 

  • Kowalewicz, E. A., & Coffee, G. (2014). Mystery motivator: A tier 1 classroom behavioral intervention. School Psychology Quarterly,29(2), 138–156.

    PubMed  Google Scholar 

  • Kratochwill, T. R., Hitchcock, J., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2010). Single-case designs technical documentation (version 1.0). What Works Clearinghouse website: Retrieved 16 November 2017, from https://ies.ed.gov/ncee/wwc/Docs/ReferenceResources/wwc_scd.pdf.

  • Lane, K. L., Kalberg, J. R., & Shepcaro, J. C. (2009). An examination of the evidence base for function-based interventions for students with emotional and/or behavioral disorders attending middle and high schools. Exceptional Children,75(3), 321–340.

    Google Scholar 

  • Luckasson, R. A. (2006). The human rights basis for student personal empowerment in education. In E. B. Keefe, V. M. Moore, & F. R. Duff (Eds.), Listening to the experts: Students with disabilities speak out (pp. 11–20). Baltimore, MD: Brookes Publishing Company.

    Google Scholar 

  • Martens, B. K., Witt, J. C., Elliott, S. N., & Darveaux, D. (1985). Teacher judgments concerning the acceptability of school-based interventions. Professional Psychology: Research and Practice,16, 191–198.

    Google Scholar 

  • *Mason, S. A., & Iwata, B. A. (1990). Artifactual effects of sensory-integrative therapy on self-injurious behavior. Journal of Applied Behavior Analysis,23(3), 361–370.

    PubMed  PubMed Central  Google Scholar 

  • McKenna, J. W., Flower, A., & Adamson, R. (2016). A systematic review of function-based replacement behavior interventions for students with and at risk for emotional and behavioral disorders. Behavior Modification,40(5), 678–712. https://doi.org/10.1177/0145445515621489.

    Article  PubMed  Google Scholar 

  • McKenna, J. W., Flower, A., Kim, M. K., Ciullo, S., & Haring, C. (2015). A systematic review of function-based interventions for students with learning disabilities. Learning Disabilities Research & Practice,30(1), 15–28.

    Google Scholar 

  • *Meyer, K. A. (1999). Functional analysis and treatment of problem behavior exhibited by elementary school children. Journal of Applied Behavior Analysis,32(2), 229–232.

    PubMed  PubMed Central  Google Scholar 

  • *Newcomer, L. L., & Lewis, T. J. (2004). Functional behavioral assessment an investigation of assessment reliability and effectiveness of function-based interventions. Journal of Emotional and Behavioral Disorders,12(3), 168–181.

    Google Scholar 

  • O’Neil, R. E., Albin, R. W., Storey, K., Horner, R. H., & Sprague, J. R. (2015). Functional assessment and program development for problem behavior. CT: Cengage Learning.

    Google Scholar 

  • *Pane, H. M., Sidener, T. M., Vladescu, J. C., & Nirgudkar, A. (2015). Evaluating function-based social stories™ with children with autism. Behavior Modification,39(6), 912–931. https://doi.org/10.1177/0145445515603708.

    Article  PubMed  Google Scholar 

  • *Payne, L. D., Scott, T. M., & Conroy, M. (2007). A school-based examination of the efficacy of function-based intervention. Behavioral Disorders,32(3), 158–174.

    Google Scholar 

  • Pelios, L., Morren, J., Tesch, D., & Axelrod, S. (1999). The impact of functional analysis methodology on treatment choice for self-injurious and aggressive behavior. Journal of Applied Behavior Analysis,32(2), 185–195.

    PubMed  PubMed Central  Google Scholar 

  • Poling, A., Austin, J. L., Peterson, S. M., Mahoney, A., & Weeden, M. (2012). Ethical issues and considerations. In J. L. Matson (Ed.) Functional assessment for challenging behaviors (pp. 213–233). New York: Springer.

  • Rakap, S., Rakap, S., Evran, D., & Cig, O. (2016). Comparative evaluation of the reliability and validity of three data extraction programs: UnGraph, GraphClick, and DigitizeIt. Computers in Human Behavior,55, 159–166.

    Google Scholar 

  • Reimers, T. M., Wacker, D. P., Cooper, L. J., & DeRaad, A. O. (1992). Acceptability of behavioral treatment for children: Analog and naturalistic evaluations by parents. School Psychology Review,21, 628–643.

    Google Scholar 

  • Rhode, G., Jenson, W. R., & Reavis, H. K. (1992). The tough kid book: Practical classroom management strategies. Longmant, CO: Soprios West.

    Google Scholar 

  • *Rispoli, M., Ninci, J., Burke, M. D., Zaini, S., Hatton, H., & Sanchez, L. (2015). Evaluating the accuracy of results for teacher implemented trial-based functional analyses. Behavior Modification,39(5), 627–653. https://doi.org/10.1177/0145445515590456.

    Article  PubMed  Google Scholar 

  • Robichaux, N. M., & Gresham, F. M. (2014). Differential effects of the Mystery Motivator intervention using student-selected and mystery rewards. School Psychology Review,43(3), 286–298.

    Google Scholar 

  • Schill, M. T., Kratochwill, T. R., & Elliott, S. N. (1998). Functional assessment in behavioral consultation: A treatment utility study. School Psychology Quarterly,13(2), 116–140.

    Google Scholar 

  • Schlinger, H. D., & Normand, M. P. (2013). On the origin and functions of the term functional analysis. Journal of Applied Behavior Analysis,46(1), 285–288.

    PubMed  Google Scholar 

  • Skinner, B. F. (1953). Science and human behavior. New York: Macmillan.

    Google Scholar 

  • Slaton, J. D., & Hanley, G. P. (2018). Nature and scope of synthesis in functional analysis and treatment of problem behavior. Journal of Applied Behavior Analysis,51(4), 943–973.

    PubMed  Google Scholar 

  • Smith, R. G., & Iwata, B. A. (1997). Antecedent influences on behavior disorders. Journal of Applied Behavior Analysis,30(2), 343–375.

    PubMed  PubMed Central  Google Scholar 

  • Stage, S. A., Jackson, H. G., Jensen, M. J., Moscovitz, K. K., Bush, J. W., Violette, H. D., et al. (2008). A validity study of functionally-based behavioral consultation with students with emotional/behavioral disabilities. School Psychology Quarterly,23(3), 327–353.

    Google Scholar 

  • *Trussell, R. P., Lewis, T. J., & Raynor, C. (2016). The impact of universal teacher practices and function-based behavioral interventions on the rates of problem behaviors among at-risk students. Education and Treatment of Children,39(3), 261–282.

    Google Scholar 

  • *Trussell, R. P., Lewis, T. J., & Stichter, J. P. (2008). The impact of targeted classroom interventions and function-based behavior interventions on problem behaviors of students with emotional/behavioral disorders. Behavioral Disorders,33(3), 153–166.

    Google Scholar 

  • Walker, V. L., Chung, Y. C., & Bonnet, L. K. (2018). Function-based intervention in inclusive school settings: A meta-analysis. Journal of Positive Behavior Interventions,20(4), 203–216.

    Google Scholar 

  • Weston, M., Taylor, K. L., Batterham, A. M., & Hopkins, W. G. (2014). Effects of low-volume high-intensity interval training (HIT) on fitness in adults: a meta-analysis of controlled and non-controlled trials. Sports Medicine,44(7), 1005–1017.

    PubMed  Google Scholar 

  • What Works Clearinghouse. (2017). What works clearinghouse: Standards handbook version 4.0. Washington, DC: US Department of Education. Retrieved 24 December 2018, from https://ies.ed.gov/ncee/wwc/Docs/referenceresources/wwc_standards_handbook_v4.pdf.

  • Wood, B. K., Oakes, W. P., Fettig, A., & Lane, K. L. (2015). A review of the evidence base of functional assessment-based interventions for young students using one systematic approach. Behavioral Disorders,40(4), 230–250.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Special Education, University of New Mexico, Albuquerque, NM, 87131, USA

    Yunji Jeong & Susan R. Copeland

Authors
  1. Yunji Jeong
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Susan R. Copeland
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Yunji Jeong.

Ethics declarations

Conflict of interest

The authors declare that they have no conflict of interest.

Ethical Approval

This article does not contain any studies with human participants or animals performed by any of the authors.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Jeong, Y., Copeland, S.R. Comparing Functional Behavior Assessment-Based Interventions and Non-functional Behavior Assessment-Based Interventions: A Systematic Review of Outcomes and Methodological Quality of Studies. J Behav Educ 29, 1–41 (2020). https://doi.org/10.1007/s10864-019-09355-4

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10864-019-09355-4

Keywords

Search

Navigation