An examination of functional behavior assessment in public school settings: Collaborative teams, experts, and methodology

Terrance M. Scott, Julianna McIntyre, Carl J Liaupsin, C. Michael Nelson, Maureen Conroy

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

Recent literature regarding functional behavior assessment (FBA) in general education environments has been critical of the paucity of research in such settings, given the complex and often time-consuming nature of FBA. Less complex team-based FBA processes have been suggested as a realistic alternative for general education environments. This study describes an informal team-based FBA process implemented with 39 school-based teams who hypothesized behavioral function for students who had been referred. Data from these meetings was then supplied to three national FBA experts who attempted to generate hypotheses from the same information. Results indicate little agreement between teams and experts or between the experts themselves. Analysis of these data prompt a discussion of the possible effect that information sources, individual perceptions, and personal experiences play in the development of functional hypotheses.

Original languageEnglish (US)
Pages (from-to)384-395
Number of pages12
JournalBehavioral Disorders
Volume29
Issue number4
StatePublished - Aug 2004

Fingerprint

Process Assessment (Health Care)
expert
Education
examination
methodology
school
general education
Students
Research
experience
student

ASJC Scopus subject areas

  • Psychology(all)
  • Clinical Psychology
  • Developmental and Educational Psychology

Cite this

An examination of functional behavior assessment in public school settings : Collaborative teams, experts, and methodology. / Scott, Terrance M.; McIntyre, Julianna; Liaupsin, Carl J; Nelson, C. Michael; Conroy, Maureen.

In: Behavioral Disorders, Vol. 29, No. 4, 08.2004, p. 384-395.

Research output: Contribution to journalArticle

Scott, Terrance M. ; McIntyre, Julianna ; Liaupsin, Carl J ; Nelson, C. Michael ; Conroy, Maureen. / An examination of functional behavior assessment in public school settings : Collaborative teams, experts, and methodology. In: Behavioral Disorders. 2004 ; Vol. 29, No. 4. pp. 384-395.
@article{332475223267431db72cdced4c7bd3b1,
title = "An examination of functional behavior assessment in public school settings: Collaborative teams, experts, and methodology",
abstract = "Recent literature regarding functional behavior assessment (FBA) in general education environments has been critical of the paucity of research in such settings, given the complex and often time-consuming nature of FBA. Less complex team-based FBA processes have been suggested as a realistic alternative for general education environments. This study describes an informal team-based FBA process implemented with 39 school-based teams who hypothesized behavioral function for students who had been referred. Data from these meetings was then supplied to three national FBA experts who attempted to generate hypotheses from the same information. Results indicate little agreement between teams and experts or between the experts themselves. Analysis of these data prompt a discussion of the possible effect that information sources, individual perceptions, and personal experiences play in the development of functional hypotheses.",
author = "Scott, {Terrance M.} and Julianna McIntyre and Liaupsin, {Carl J} and Nelson, {C. Michael} and Maureen Conroy",
year = "2004",
month = "8",
language = "English (US)",
volume = "29",
pages = "384--395",
journal = "Behavioral Disorders",
issn = "0198-7429",
publisher = "Council for Exceptional Children",
number = "4",

}

TY - JOUR

T1 - An examination of functional behavior assessment in public school settings

T2 - Collaborative teams, experts, and methodology

AU - Scott, Terrance M.

AU - McIntyre, Julianna

AU - Liaupsin, Carl J

AU - Nelson, C. Michael

AU - Conroy, Maureen

PY - 2004/8

Y1 - 2004/8

N2 - Recent literature regarding functional behavior assessment (FBA) in general education environments has been critical of the paucity of research in such settings, given the complex and often time-consuming nature of FBA. Less complex team-based FBA processes have been suggested as a realistic alternative for general education environments. This study describes an informal team-based FBA process implemented with 39 school-based teams who hypothesized behavioral function for students who had been referred. Data from these meetings was then supplied to three national FBA experts who attempted to generate hypotheses from the same information. Results indicate little agreement between teams and experts or between the experts themselves. Analysis of these data prompt a discussion of the possible effect that information sources, individual perceptions, and personal experiences play in the development of functional hypotheses.

AB - Recent literature regarding functional behavior assessment (FBA) in general education environments has been critical of the paucity of research in such settings, given the complex and often time-consuming nature of FBA. Less complex team-based FBA processes have been suggested as a realistic alternative for general education environments. This study describes an informal team-based FBA process implemented with 39 school-based teams who hypothesized behavioral function for students who had been referred. Data from these meetings was then supplied to three national FBA experts who attempted to generate hypotheses from the same information. Results indicate little agreement between teams and experts or between the experts themselves. Analysis of these data prompt a discussion of the possible effect that information sources, individual perceptions, and personal experiences play in the development of functional hypotheses.

UR - http://www.scopus.com/inward/record.url?scp=10044258484&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=10044258484&partnerID=8YFLogxK

M3 - Article

AN - SCOPUS:10044258484

VL - 29

SP - 384

EP - 395

JO - Behavioral Disorders

JF - Behavioral Disorders

SN - 0198-7429

IS - 4

ER -