Functional Assessment-based Interventions Research Articles

Field Testing the Family Behavior Support Mobile Application (FBSApp) During a Global Pandemic.

We developed and tested an evidence-based mobile application designed to support families in using functional assessment-based intervention strategies with their young children with disabilities and challenging behaviors in home settings. Five families participated in the study. We utilized a multiple-probe across participants design to examine the effects of the FBSApp on parents' use of intervention strategies and childrens' use of challenging behaviors and replacement behaviors. We adapted our procedures to include individualized coaching to provide meaningful and effective support after the onset of the COVID-19 pandemic. A functional relation was not identified between access to FBSApp and caregiver use of strategies; however, the addition of coaching did lead to increased strategy use for two of four caregivers. A functional relation was identified between the use of the FBSApp plus coaching and CB. Families reported the app and coaching procedures favorably. We found that responsive, family-centered research CAN be conducted in spite of significant history events, and that mobile apps and virtual meeting platforms can be an accessible and efficient method for supporting families. The use of single case design allowed for flexible, yet methodologically sound procedures. More work is needed examining effective and efficient virtual supports for families.

Building Site–Level Capacity for Functional Assessment-Based Interventions: Outcomes of a Professional Learning Series

In this replication and extension study, we examined the effects of educators’ participation in practice-based professional learning (PBPL) to design, implement, and evaluate functional assessment-based interventions (FABIs). We randomly assigned school-site teams ( k = 69; N = 342) to cohorts trained by either university or state technical assistance providers. In a randomized cluster design, we replicated and extended previous research by examining procedural integrity, participant learning outcomes, completion and quality levels of PBPL-FABI activities, and student outcomes. Results provide (a) additional evidence to support PBPL-FABI in improving school-site teams’ knowledge, confidence, and use and (b) initial evidence for its scalability, as evidenced by state technical assistance providers’ high implementation levels comparable with university trainers. We conclude with a discussion regarding PBPL-FABI and considerations for future research.

Implementing Functional Assessment–Based Interventions in Secondary Settings: Strategies for Overcoming Barriers

Secondary students with specific learning disabilities (SLD) can often demonstrate skill deficits and problem behaviors in general education classes. Teachers generally understand how to implement intensive interventions, yet may not know how to address skill deficits and off-task behaviors using a function-based approach or may encounter barriers to implementation. In this article, we present barriers to implementation that may occur in secondary settings. To help educators make decisions, we offer recommendations and resources to overcome these barriers to implementing functional assessment-based interventions in secondary schools.

機能的アセスメントを用いた注意欠陥・多動性障害児童の授業準備行動への教室内介入 (原著, 障害児の積極的行動支援)

機能的アセスメントを用いた注意欠陥・多動性障害児童の授業準備行動への教室内介入 (原著, 障害児の積極的行動支援)

Practices Reflecting Functional Communication Training for Students With or At Risk for Emotional and Behavioral Disorders: Systematically Mapping the Literature

Students with and at risk for emotional and behavioral disorders (EBD) often have unidentified co-occurring language deficits, but few studies have evaluated communication-based interventions for this population. Functional communication training (FCT) teaches a communicative response (CR) as a replacement for problem behavior. FCT is an evidence-based practice for students with intellectual and developmental disabilities; however, preliminary literature searches revealed limited evidence to support its use for students without developmental delays. We hypothesized researchers may use similar practices but different terminology to teach and reinforce functionally equivalent CRs. Therefore, we replicated systematic search procedures from previous reviews of functional assessment–based interventions (FABI) for students with or at risk for EBD in school settings and mapped intervention strategies incorporating features of FCT. Results identified 113 published reports describing FABI for 243 students. Subsequent screening and coding procedures revealed 43 (38.05%) of the studies included a CR in interventions for 77 students. Additional analyses revealed antecedent and consequent procedures included in interventions for 58 students mirrored those used in FCT. That is, approximately one in four interventions developed for students with or at risk for EBD included key elements of FCT, despite few references to the term FCT in published reports.

Improving Educators’ Knowledge, Confidence, and Usefulness of Functional Assessment-based Interventions: Outcomes of Professional Learning

Improving Educators’ Knowledge, Confidence, and Usefulness of Functional Assessment-based Interventions: Outcomes of Professional Learning

Functional assessment-based interventions: Focusing on the environment and considering function

ABSTRACTIt can be challenging for educators to select intervention tactics based on the function of the student's behavior. In this article, authors offer practical information on behavioral function and environmental-focused intervention ideas for educators developing behavior intervention plans. Ideas are organized according to the hypothesized function of the student's behavior of concern. Authors conclude with additional considerations for educators implementing behavior intervention plans to support students with the most intensive intervention needs.

Functional Assessment–Based Interventions for Students With or At-Risk for High-Incidence Disabilities: Field Testing Single-Case Synthesis Methods

This systematic review investigated one systematic approach to designing, implementing, and evaluating functional assessment–based interventions (FABI) for use in supporting school-age students with or at-risk for high-incidence disabilities. We field tested several recently developed methods for single-case design syntheses. First, we appraised the quality of individual studies and the overall body of work using Council for Exceptional Children’s standards. Next, we calculated and meta-analyzed within-case and between-case effect sizes. Results indicated that studies were of high methodological quality, with nine studies identified as being methodologically sound and demonstrating positive outcomes across 14 participants. However, insufficient evidence was available to classify the evidence base for FABIs due to small number of participants within (fewer than recommended three) and across (fewer than recommended 20) studies. Nonetheless, average within-case effect sizes were equivalent to increases of 118% between baseline and intervention phases. Finally, potential moderating variables were examined. Limitations and future directions are discussed.

Using e-coaching to support an early intervention provider's implementation of a functional assessment-based intervention.

This study examined the effects of e-coaching on the implementation of a functional assessment-based intervention delivered by an early intervention provider in reducing challenging behaviors during home visits. A multiple baseline design across behavior support plan components was used with a provider-child dyad. The e-coaching intervention consisted of weekly training and support delivered via video conferencing software. Results demonstrated a functional relation between e-coaching and early intervention provider implementation of targeted behavior support plan strategies. Further, the child's challenging behaviors decreased over the course of the study. Contributions to the literature, implications for practice, and future directions are discussed.

Effects of Prevent-Teach-Reinforce on Academic Engagement and Disruptive Behavior

This study assessed the effectiveness of prevent-teach-reinforce (P-T-R), a functional behavioral assessment-based intervention for students with behavior problems, using an A-B-A-B design with follow-up. Participants included three students in kindergarten, fourth grade, and fifth grade in a rural Midwestern school district. P-T-R interventions were implemented with fidelity by all teachers and P-T-R was associated with mean decreases in disruptive behavior for all participants with Tau-U effect sizes ranging from minimal to strong. All three participants demonstrated mean increases in academic engagement with strong effect sizes. P-T-R interventions were associated with moderate to high levels of perceived social validity. Implications for consistent and efficient FBA-based interventions in schools are discussed.

A Review of the Evidence Base of Functional Assessment-based Interventions for Young Students Using One Systematic Approach

This review of the literature was conducted to explore the evidence base for functional assessment-based interventions (FABIs) for one systematic approach developed by Umbreit, Ferro, Liaupsin, and Lane (2007). Specifically, this review examined the evidence base for this systematic approach to FABI for young students by applying quality indicators and evidence-based standards. A secondary purpose was to identify the extent to which classroom teachers were involved in the FABI process. Twelve studies met the inclusion criteria of intervening with young students (i.e., preschool through third grade) with or at risk for disabilities using this one systematic approach to FABI. Although seven studies demonstrated positive effects and met all eight quality indicators (Council for Exceptional Children [CEC], 2014), indicating they were methodologically sound, these seven cases represented 14 students falling short of the recommended 20 participants (CEC, 2014). This review provides evidence for deeming this FABI model a potential evidence-based practice for use with young students. Limitations and future direction are discussed.

Examining the Effects of Functional Assessment-Based Interventions With High School Students

In two studies, the systematic approach to designing functional assessment-based interventions (FABIs) created by Umbreit, Ferro, Liaupsin, and Lane (2007) was used with high school students receiving special education services in self-contained classrooms reserved for students with persistent behavior problems. In Study 1, an AB design was used with a male student with high rates of off-task behavior. In Study 2, an ABAB design was used with a female student exhibiting inappropriate language. Results from both studies indicated that a multi-component FABI can decrease target behaviors for high school students. Treatment fidelity data indicated that a less complicated intervention may increase the accuracy with which interventions are implemented. Brief discussions of each study as well as an overall discussion synthesizing findings across studies are included.

Improving Teachers’ Knowledge of Functional Assessment-based Interventions: Outcomes of a Professional Development Series

This paper provides outcomes of a study examining the effectiveness of a year-long professional development training series designed to support in-service educators in learning a systematic approach to functional assessment-based interventions developed by Umbreit and colleagues (2007) that has met with demonstrated success when implemented with university supports. Forty-eight educators attended a 4-day, practice-based professional development series, with coaching and applied practice occurring between sessions. Participants completed pre- and post-training surveys to evaluate their perceived knowledge, confidence, and usefulness as well as actual knowledge of 15 concepts and strategies addressed in the training series. Outcomes as well as implications for professional development to support in-service teachers and school personnel in learning how to design, implement, and evaluate functional assessment-based interventions are offered. Results indicated statistically significant improvements in each concept and strategy measured. Findings are discussed in light of noted limitations, with recommendations offered to improve subsequent professional development efforts.

Comparison of Parent Education and Functional Assessment-Based Intervention Across 24 Months for Young Children With Attention Deficit Hyperactivity Disorder

.Preschool-aged children with or at risk for attention deficit hyperactivity disorder (ADHD) experience significant challenges with behavioral, social, and preacademic skills. Kern et al. (2007) examined 12-month intervention outcomes for 135 children, aged 3–5, with or at risk for ADHD. Two interventions, parent education alone and parent education plus functional assessment-based home and school intervention, were compared. Few group differences were found. In the current analysis, an expanded number of outcome measures were examined, including ADHD symptoms, direct observations of child behavior, academic skills, parent variables (e.g., stress), and treatment acceptability. Maintenance of treatment effects across 24 months was also examined. Although no group differences were found, statistically significant improvements for 27 of 46 outcome variables were obtained, indicating that parent education alone was effective. Parents and teachers reported intervention to be moderately acceptable. The findings suggest a tiered approach to intervention may be necessary for optimal outcomes.

Using Self-Regulation Strategies and Functional Assessment-Based Interventions to Provide Academic and Behavioral Support to Students at Risk Within Three-Tiered Models of Prevention

Some students exhibit behavioral issues as early as preschool and kindergarten. Conventional wisdom suggests waiting to see whether students outgrow these difficulties. However, there is extensive evidence that early detection and intervention is preferred to the wait-and-see approach because it is more likely to result in better academic and social outcomes later in students’ school careers. Schoolwide Positive Behavior Support is a multitiered model that uses primary, secondary, and tertiary levels of support to provide an instructive approach to behavior, as opposed to more reactive models. This article introduces suggestions for secondary and tertiary supports—self-regulation strategies and functional assessment-based interventions, respectively—to meet the multiple needs (academic, behavioral, and social) of students at risk for negative outcomes caused by behavioral issues.

Collaborating with Parents in Reducing Children's Challenging Behaviors: Linking Functional Assessment to Intervention

The relationship between a functional assessment-based parent intervention and preschoolers' challenging behaviors was examined in the current study. A single subject design with a multiple baseline across 2 parent-child dyads was implemented. The researchers collaborated with parents to design the FA-based interventions and parents received varying levels of support throughout the study. Results indicate that parents were able to implement the functional assessment-based interventions, and these interventions effectively reduced children's challenging behaviors. In addition, parents continued implementing the intervention strategies following termination of the intervention, and children's challenging behaviors remained low.

An Examination of the Evidence Base for Function-Based Interventions for Students with Emotional and/or Behavioral Disorders Attending Middle and High Schools

The authors field-tested the core quality indicators and standards for evidence-based practices for single-case design studies developed by Horner and colleagues (2005) by applying them to the literature exploring functional assessment-based interventions conducted with secondary-age students with emotional and/or behavioral disorders (EBD). First, we evaluated this knowledge base by applying the indicators to determine if the studies identified (n = 12) were of acceptable methodological quality. Second, we analyzed studies meeting the recommended quality indicators to determine whether function-based interventions with students with EBD might be considered an evidence-based practice. Results reveal that only 1 study addressed all proposed quality indicators, suggesting that function-based interventions are not yet an evidence-based practice for this population per these indicators and standards. Limitations and recommendations are posed.

Outcomes of Functional Assessment-Based Interventions for Students With and At Risk for Emotional and Behavioral Disorders in a Job-share Setting

In this article, we describe a systematic approach to designing, implementing, and evaluating functional assessment-based interventions developed by Umbreit, Ferro, Liaupsin, and Lane (2007), implemented in a job-share classroom with two first-grade students. One student was at risk for emotional and behavioral disorders (EBD) according to systematic screenings that were implemented as part of regular school practices and one student was receiving special education services for an emotional disturbance. Results of both withdrawal designs revealed a functional relation between the intervention procedures and academic engaged time. Further, both interventions were rated as socially valid by the teachers and students. Limitations and future directions are presented.

Using Functional Behavior Assessment to Develop Behavior Interventions for Students in Head Start

A withdrawal design repeated across three children enrolled in two Head Start classrooms was used to investigate the effectiveness of functional assessment-based interventions to decrease inappropriate behavior. The two questions addressed in the study were (a) Will a behavior intervention plan based on functional behavior assessment conducted in the natural setting be effective in reducing inappropriate classroom behavior for young children? and (b) Will teachers perceive assessment-based interventions to be acceptable and feasible? Results indicated that the procedure yielded effective behavior interventions and teachers found the interventions socially valid. The use of functional assessment as a preventive and proactive strategy is discussed.

Designing, Implementing, and Evaluating Function-Based Interventions Using a Systematic, Feasible Approach

Although functional assessment-based interventions have produced desired outcomes in student behavior in applied settings, most of those interventions involved strong, sustained participation with researchers in intervention design, implementation, and assessment. In this article, we describe a systematic approach to designing, implementing, and evaluating function-based interventions that was developed by Umbreit, Ferro, Liaupsin, and Lane (2007) and was implemented using a collaborative process with the teacher as the primary interventionist and assessor. Second, we document two experiments conducted using this systematic approach. Results of both withdrawal designs revealed a functional relation between the intervention procedures and the dependent variables. Further, both interventions were rated as socially valid by the teacher and students. Implications for educational practices are discussed.