Abstract
This article presents a structured blueprint for school psychologists to assess and intervene in cases of automatically maintained self-injurious behavior (SIB) while adhering to the Least Restrictive Environment (LRE) mandate. We outline a six-step process for conducting Functional Behavior Assessments (FBAs) of automatically maintained SIB, integrating recent research on SIB subtypes with established FBA methodologies. The steps include: (1) indirect assessment, (2) descriptive observations, (3) preference assessment, (4) automatic self-injury screening and brief functional analysis (BFA), (5) competing stimulus assessment (CSA), and (6) development of function-based interventions aligned with LRE principles. We illustrate the application of this blueprint through a hypothetical case study. By following this systematic approach, school psychologists can more effectively identify the specific subtype of automatically maintained SIB and design targeted interventions that balance behavior reduction with LRE requirements.
Published Version
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