Building School District Capacity to Conduct Functional Behavioral Assessment. (December 2016)

• Record Type: Journal Article
• Authors: Strickland-Cohen, M. Kathleen; Kennedy, Patrick C.; Berg, Tricia A.; Bateman, Lisa J.; Horner, Robert H.
• Is Part Of: Journal of emotional and behavioral disorders. Volume 24:Number 4(2016:Dec.)
• Page Start: 235
• Page End: 246
• Publication Date: 2016-12
• Subjects: functional assessment -- support planning -- behavior(s) -- education/training -- teacher(s) -- positive behavioral supports; Emotional problems of children -- Periodicals; Behavior disorders in children -- Periodicals; Problem children -- Periodicals; Problem youth -- Periodicals; Adjustment disorders in children -- Periodicals; Child psychopathology -- Periodicals; 618.9289005
• DOI: 10.1177/1063426615623769
• Languages: English
• ISSNs: 1063-4266

Abstract

For decades, research has shown that function-based support is effective in reducing the frequency and severity of problematic student behaviors. One way for schools and districts to implement these supports effectively is by building local capacity to intervene with function-based interventions at the first signs of persistent problem behavior (i.e., when less intensive supports have proven ineffective), rather than waiting until problem behavior becomes more severe. In the present pilot study, a 6-hr comprehensive training package was used to train elementary- and middle school professionals to conduct "basic" (as opposed to "complex") functional behavioral assessment (FBA) and lead school-based teams in basic function-based behavior support methods and procedures. Findings indicate that the training was effective in increasing (a) participant knowledge related to function-based behavior support and (b) reported use of function-based supports by participating school-based professionals. In addition, school personnel rated the training materials and methods as acceptable and feasible for use in typical school contexts and provided descriptive data related to perceived enablers and barriers to implementing function-based support in schools. Limitations, practical implications, and future research needs are discussed.