A Comparison of Results and Acceptability of Functional Behavioral Assessment Procedures with a Group of Middle School Students with Emotional/Behavioral Disorders (E/BD) |
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Authors: | Stephanie?G?Murdock Email author" target="_blank">Robert?E?O’NeillEmail author Echo?Cunningham |
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Institution: | (1) Granite School District, USA;(2) University of Utah, USA;(3) Special Education, University of Utah, 1705 E. Campus Center Dr., Rm. 221, Salt Lake City, UT, 84112-9253 |
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Abstract: | There is currently controversy over the validity and applicability of functional behavioral assessment (FBA) procedures with students with emotional/behavioral disorders (E/BD). A set of FBA procedures, including teacher and student interviews and direct classroom observations, were carried out with eight students with disabilities (7 classified E/BD, one classified LD). Results indicated that when all three methods (teacher/student interviews, classroom observations) yielded a ranking for a function they agreed 64% of those occasions. For those situations in which there was overall disagreement there was agreement between teacher interview and classroom observations most of the time. Social validity data indicated that both students and teachers felt that the assessment procedures were a useful and productive process. |
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Keywords: | functional assessment emotional/behavioral disorders teacher teams |
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