Functional Behavioral Assessment: Principles, Procedures, and Future Directions

Abstract

Through amendments to the Individuals With Disabilities Education Act (IDEA), federal law mandated the use of functional behavioral assessments (FBA) and positive behavioral support plans to address challenging behaviors presented by students in school settings. Although these have long been considered “best practice” in the field of applied behavior analysis, their use by school psychologists has a much briefer history. To assist school psychologists in becoming better acquainted with FBA, we present in this article overviews of the conceptual foundations and underlying principles of FBA and the methods and procedures associated with conducting FBAs in school settings.

Additional information

Notes on contributors

Frank M. Gresham

Frank M. Gresham is Distinguished Professor and Director of the School Psychology Program at the University of California-Riverside. His research interests are social skills assessment and intervention, applied behavior analysis, and alternative eligibility determination practices for students with learning disabilities and behavior disorders.

T. Steuart Watson

T. Steuart Watson is Coordinator and Professor of School Psychology at Mississippi State University. His research interests include classroom-based functional assessment, using problem solving to reduce bullying and intimidation, and applied behavior analysis. Dr. Watson received the Lightner Witmer Award in 1997 for outstanding research contributions by a young scholar.

Christopher H. Skinner

Christopher H. Skinner is Professor and Coordinator of School Psychology Programs at The University of Tennessee. His research interests include behavioral assessment, applied behavior analysis, and prevention and remediation of academic skill deficits and behavior problems. He is co-editor of Journal of Behavioral Education.