Examining the case for functional behavior assessment as an evidence-based practice for students with emotional and behavioral disorders in general education classrooms

ABSTRACT

This article is a review of functional behavior assessment studies in general education setting for students with emotional and behavioral disorders. The studies were assessed in accordance with published standards for evidence-based practices. Overall, few studies met criteria for inclusion in this review and even fewer studies included all three parts of a complete FBA. Results indicate that there are few studies of FBA that specifically address students with behavior problems in general education. Although FBA may have future promise for the described setting and population, there currently is too little information available and lack of consistency in practice to yet claim it is an evidence-based practice.

KEYWORDS:

• Behavior disorders
• evidence
• functional assessment
• intervention

Additional information

Notes on contributors

Terrance M. Scott

Terrance M. Scott is a Professor and Director of the Center for Instructional and Behavioral Research at the University of Louisville. His research interests include the scientific study of education, positive behavior support systems, and effective instruction/management in classrooms.

Peter J. Alter

Peter J. Alter is an Associate Professor at Saint Mary's College of California. His primary research focuses on classroom and behavior management, positive behavior interventions and supports and effective teacher preparation.