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| Analysis and Treatment of Problem Behavior in School Settings |
| Saturday, May 23, 2009 |
| 1:00 PM–2:20 PM |
| North 122 BC |
| Area: EDC/DDA; Domain: Applied Behavior Analysis |
| Chair: Bryan J. Davey (ACCEL) |
| Discussant: Stephanie M. Peterson (Idaho State University) |
| Abstract: The symposium will highlight the application of functional analysis methodology in public school settings. The session will begin with a brief history and an overview of the technological framework of functional behavior assessment currently used in public schools. This presentation will be followed by a literature review of 53 empirical studies that described functional behavioral assessments. These studies included structural analyses or functional analyses, conducted on students with identified disabilities included in the Individuals with Disabilities Education Act of 2004. Population characteristics, educational placement, target behaviors, functional behavior assessment methodologies and outcomes, and treatment selection and outcomes will be presented. The symposium will conclude with an in-depth examination conceptualized using an evidence-based practice framework. Specifically, categorical function-based treatments will be examined to determine whether they may be considered as an evidence-based practice based one organization’s standards. The presentations address analyses and interventions responsive to the dynamic environment of public school settings. |
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| An Overview of the Technological Framework for Conducting Functional Behavior Assessment in School Settings |
| ROBERT PENNINGTON (University of Kentucky), Donald M. Stenhoff (University of Kentucky), Bryan J. Davey (ACCEL) |
| Abstract: Legislation mandates using functional behavior assessment (FBA) for students with disabilities when their problem behavior impedes learning or serves as an impetus for a change in educational placement (Individuals with Disabilities Education Act, 2004). As a result, there has been an increased focus on the development of sound technologies for conducting FBA in school settings. FBA generally involves the (a) development of an operational definition of a problem behavior, (b) determination of antecedent events that are reliably present during the occurrence and nonoccurrence of the problem behavior, and (c) the identification of consequent events that serve to maintain the problem behavior. Interventionists use the data gathered from FBA to build behavior intervention plans that are directly linked to variables maintaining the problem behavior. The purpose of this session is to describe the most current technological framework for conducting FBA in school settings. The presenter will describe the continuum of FBA technology used in school settings and the procedures employed at each level. |
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| FBA Including Experimental Manipulations in Public School Settings |
| BRYAN J. DAVEY (ACCEL), Donald M. Stenhoff (University of Kentucky), Robert Pennington (University of Kentucky) |
| Abstract: The presentation examines the research literature on functional behavioral assessments that included experimental manipulations (e.g., functional analyses) conducted in special education settings within public schools. While it is true that the majority of published research that utilizes such analyses is conducted in hospitals and institutional settings (see Hanley, Iwata, & McCord, 2003), a growing literature base is evolving on functional behavioral assessment that included experimental manipulations within special education settings within public schools. The investigators sought a better understanding of the methodologies used to asses target behaviors, intervention selection, and intervention outcomes.
The purpose of this presentation is to examine experimental analyses conducted in public school, special education settings. This review examined participants receiving FBA services, their educational placements, target behaviors which lead to assessment, and practitioners/researchers conducting assessments within public schools. Data were collected on population characteristics such as disability category, educational placement, functional behavior assessment methodologies and outcomes. Additionally, data were collected, when provided, on treatment selection and outcomes. Results are discussed in terms of current trends in the literature, and areas in which future research is necessary. |
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| An Analysis of Function-Based Treatments in Public School Settings Using an Evidence-Based Practice Framework |
| DONALD M. STENHOFF (University of Kentucky), Bryan J. Davey (ACCEL), Robert Pennington (University of Kentucky) |
| Abstract: The No Child Left Behind Act and the Individuals with Disabilities Education Improvement Act 2004 (IDEA) require school personnel to use evidence-based practices in school settings. Additionally, IDEA mandates the use Functional Behavioral Assessment (FBA) by district personnel under certain circumstances, including patterns of student behavior that are likely to cause harm to themselves, other students, and staff. While there is a diverse collection of indirect and direct FBA methods, the experimental components of FBA are limited to structural and/or functional analyses. The purpose of these components is to indentify the function of problem behavior. While there are several studies supporting the effectiveness of function-based interventions, it is important that the outcomes are analyzed in an evidence-based framework. This provides school personnel support in selecting interventions. Several professional organizations have conceptualized standards to identify evidenced-based practices in research. The purpose of this presentation is to describe the outcomes of a FBA literature review within an evidence-based practice framework. Specifically, the experimental components of FBA and the outcomes will be assessed to determine the extent to which they may be classified as an evidence-based practice. |
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