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

SMC Author

Peter J. Alter

SMC Affiliated Work

1

Status

Faculty

School

Kalmanovitz School of Education

Department

Teacher Education

Document Type

Article

Publication Date

2017

Publication / Conference / Sponsorship

Preventing School Failure

Description/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

Scholarly

yes

Peer Reviewed

1

DOI

10.1080/1045988X.2016.1196645

Volume

60

Issue

1

First Page

80

Last Page

93

Disciplines

Education | Teacher Education and Professional Development

Original Citation

Scott, T.M, Alter, P.J. “Examining the case for functional behavior assessment as an evidence-based practice for students with emotional and behavioral disorders in general education classrooms.” Preventing School Failure 61(1), 80-93. 2017. doi: 10.1080/1045988X.2016.1196645

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