Measurement Properties of Indirect Assessment Methods for Functional Behavioral Assessment: A Review of Research

Abstract

Indirect assessment instruments used during functional behavioral assessment, such as rating scales, interviews, and self-report instruments, represent the least intrusive techniques for acquiring information about the function of problem behavior. This article provides criteria for examining the measurement properties of these instruments designed to identify functional relations and reviews 46 studies examining the use and interpretation of the Motivation Assessment Scale (Durand & Crimmins, 1992) or the Functional Assessment Interview (O'Neill et al., 1997). Results indicate at least three inadequacies in the research: (a) insufficient attention paid to evidence based on instrument content and informant response processes, (b) minimal evidence indicating consumer satisfaction and the singular or unique effects of instrument data on intervention development, and (c) excessive emphasis on research designs and measurement properties that assume stability in behavior—environment interactions across contexts.

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Notes on contributors

Randy G. Floyd

Randy G. Floyd, PhD is an Assistant Professor of Psychology at The University of Memphis. He received his doctoral degree in School Psychology from Indiana State University. His research interests include assessment of cognitive abilities, identification of reading and mathematics aptitudes, and improving behavioral assessment methods.

Robin L. Phaneuf

Robin L. Phaneuf, PhD is an Assistant Professor of Psychology at The University of Memphis. She received her doctoral degree in School Psychology from the University of Massachusetts Amherst. Her research interests include assessment and intervention for early learning and social emotional behavior of young children and application of school-based consultation procedures to community settings.

Susan M. Wilczynski

Susan M. Wilczynski, PhD, BCBA, is an Assistant Professor of Pediatric Psychology at Munroe-Meyer Institute for Genetics and Rehabilitation, a unit of the University of Nebraska Medical Center. She is a licensed psychologist and certified behavior analyst whose applied and research interests address treatment of children with Autistic Spectrum Disorders. She developed and administrates Project BEST-CASE, an intensive early childhood intervention program for children with autism and related disorders.