As we begin to apply functional assessment procedures in mainstream educational settings, there is a need to explore options for identifying behavior function that are not only effective but efficient and practical for school personnel to employ. Attempts to simplify the functional assessment process are evidenced by the development of informant assessment measures (e.g., interviews, rating scales). In this study, the agreement (i.e., on relative rankings and primary function) across sources of information regarding behavior function was examined for 19 students in a middle school setting. These measures included teacher ratings, student ratings, student interviews, observer ratings, and conditional probabilities. In addition, for 1 student, whether information obtained through these sources was consistent with that obtained through a brief analog analysis of function was examined. Results indicated low agreement regarding rank order of behavior function and on primary function across all sources of information.
References
1.
Akande, A. (1994). The motivation assessment profiles of low-functioning children . Early Child Development and Care, 101, 101-107 .
2.
Anderson, C. M., Freeman, K. A., & Scotti, J. R. (1999). Evaluation of the generalizability (reliability and validity) of analog functional assessment methodology . Behavior Therapy, 30, 31-50 .
3.
Broussard, C. D., & Northup, J. (1997). The use of functional analysis to develop peer interventions for disruptive classroom behavior . School Psychology Quarterly, 12, 65-76 .
4.
Derby, K. M., Wacker, D. P., Berg, W., DeRaad, A., Ulrich, S., Asmus, J., et al. (1997). The longterm effects of functional communication training in home settings . Journal of Applied Behavior Analysis, 30, 507-531 .
5.
Dunlap, G., & Kern, L. (1996). Modifying instructional activities to promote desirable behavior: A conceptual and practical framework . School Psychology Quarterly, 11, 297-312 .
6.
Dunlap, G., Kern-Dunlap, L., Clarke, S., & Robbins, F. R. (1991). Functional assessment, curricular revision, and severe behavior problems . Journal of Applied Behavior Analysis, 24, 387-387 .
7.
Durand, V. M., & Carr, E. G. (1992). An analysis of maintenance following functional communication training . Journal of Applied Behavior Analysis, 25, 777-794 .
8.
Durand, V. M., & Crimmins, D. B. (1988). Identifying variables maintaining self-injurious behavior . Journal of Autism and Developmental Disabilities, 18, 99-117 .
9.
Ervin, R. A., DuPaul, G. J., Kern, L., & Friman, P. C. (1998). Classroom-based functional and adjunctive assessment: A proactive approach to intervention selection for adolescents with attention-deficit/hyperactivity disorder . Journal of Applied Behavior Analysis, 31, 65-78 .
10.
Ervin, R. A., Radford, P. M., Bertsch, K., Piper, A. L., Ehrhardt, K. E., & Poling, A. (2001). A descriptive analysis and critique of the empirical literature on school-based functional assessment . School Psychology Review, 30, 193-210 .
11.
Graden, J. L., Casey, A., & Christenson, S. L. (1985). Implementing a prereferral intervention system: Part I. The model . Exceptional Children, 51, 377-384 .
12.
Hanley, G. P., Piazza, C. C., Fisher, W. W., Contrucci, S. A., & Maglieri, K. A. (1997). Evaluation of client preference for function-based treatment packages . Journal of Applied Behavior Analysis, 30, 459-473 .
13.
Howell, D. C. (1992). Statistical methods for psychology (3rd ed.). Belmont, CA: Duxbury Press .
14.
Individuals With Disabilities Education Act Amendments of 1997, 20 U.S.C. § 1401-1485.
15.
Kern, L., Childs, K. E., Dunlap, G., Clarke, S., & Falk, G. D. (1994). Using assessment-based curricular intervention to improve the classroom behavior of a student with emotional and behavioral challenges . Journal of Applied Behavior Analysis, 27, 7-19 .
16.
Kern, L., Dunlap, G., Clarke, S., & Childs, K. E. (1994). Student-Assisted Functional Assessment Interview . Diagnostique, 19, 29-39 .
17.
Lane, K. L., Umbriet, J., & Beebe-Frankenberger, M. E. (1999). Functional assessment research on students with or at risk for EBD: 1990 to present . Journal of Positive Behavior Interventions, 1, 101-111 .
18.
Lewis, T. J., Scott, T. M., & Sugai, G. (1994). The Problem Behavior Questionnaire: A teacherbased instrument to develop functional hypotheses of problem behavior in general education classrooms . Diagnostique, 19, 103-115 .
19.
Nelson, J. R., Roberts, M. L., Mathur, S. R., & Rutherford, R. B. (1999). Has public policy exceeded our knowledge base? A review of the functional behavioral assessment literature . Behavioral Disorders, 24, 169-179 .
20.
O’Neill, R. E., Horner, R. H., Albin, R. W., Storey, K., & Sprague, J. R. (1990). Functional analysis of problem behavior: A practical assessment guide. Sycamore, IL: Sycamore .
21.
Quinn, K. P., & McDougal, J. L. (1998). A mile wide and a mile deep: Comprehensive interventions for children and youth with emotional and behavioral disorders and their families . School Psychology Review, 27, 191-203 .
22.
Reed, H., Thomas, E., Sprague, J. R., & Horner, R. H. (1997). The student guided functional assessment interview: An analysis of student and teacher agreement . Journal of Behavioral Education, 7, 33-49 .
23.
Repp, A. C., Felce, D., & Barton, L. E. (1988). Basing the treatment of stereotypic and selfinjurious behaviors on hypotheses of their causes . Journal of Applied Behavior Analysis, 21, 281-289 .
24.
Richman, D. M., Berg, W. K., Wacker, D. P., Stephens, T., Rankin, B., & Kilroy, J. (1997). Using pretretament and posttreatment assessments to enhance and evaluate existing treatment packages . Journal of Applied Behavior Analysis, 30, 709-712 .
25.
Sasso, G. M., Conroy, M. A., Peck Stichter, J., & Fox, J. J. (2001). Slowing down the bandwagon: The misapplication of functional assessment for students with emotional or behavioral disorders . Behavioral Disorders, 26, 282-296 .
26.
Shapiro, E. S. (1996). Academic skills problems: Direct assessment and intervention. New York: Guilford .
27.
Singh, N. N., Donatelli, L. S., Best, A., Williams, D. E., Barrera, F. J., Lenz, M. W., et al. (1993). Factor structure of the Motivation Assessment Scale . Journal of Intellectual Disability Research, 37, 65-74 .
28.
Stage, S. A., Cheney, D., Walker, B., & LaRocque, M. (2002). A preliminary discriminant and convergent validity study of the teacher functional behavioral assessment checklist . School Psychology Review, 31, 71-93 .
29.
Taylor, J. C., & Miller, M. (1997). When timeout works some of the time: The importance of treatment integrity and functional assessment . School Psychology Quarterly, 12, 4-22 .
30.
Tharinger, D. F., & Lambert, N. M. (1999). The application of developmental psychopathology to school psychology practice: Informing assessment, intervention, and prevention efforts. In C. R. Reynolds & T. B. Gutkin (Eds.), The handbook of school psychology (3rd ed., pp. 137-166). New York: John Wiley .
31.
Turnbull, H. R., III, Wilcox, B. L., Stowe, M., Raper, C., & Hedges, L. P. (2000). Public policy foundations for positive behavioral interventions, strategies, and supports . Journal of Positive Behavior Interventions, 7, 218-230 .
32.
Umbreit, J. (1995). Functional assessment and intervention in regular classroom setting for the disruptive behavior of a student with attention deficit hyperactivity disorder . Behavioral Disorders, 20, 267-278 .
33.
Walker, H. M., Colvin, G., & Ramsey, E. (1995) Antisocial behavior in school: Strategies and best practices. Pacific Grove, CA: Brooks/Cole .
34.
Wickstrom, K. F., & Witt, J. C. (1993). Resistance within school-based consultation. In J. E. Zins, T. R. Kratochwill, & S. N. Elliott (Eds.), Handbook of consultation services for children: Applications in educational and clinical settings (pp. 159-178). San Francisco: Jossey-Bass .
