A Review of Functional Analysis Methods Conducted in Public School Classroom Settings

Blair P. Lloyd

Emily S. Weaver

Johanna L. Staubitz

Abstract

The use of functional behavior assessments (FBAs) to address problem behavior in classroom settings has increased as a result of education legislation and long-standing evidence supporting function-based interventions. Although functional analysis remains the standard for identifying behavior–environment functional relations, this component is rarely included in FBAs in practice. To address this research-to-practice gap, we searched the FBA literature to identify studies including functional analyses (FAs) conducted in students’ usual classrooms and implemented by school personnel in public school settings. FAs were defined broadly as assessments involving systematic manipulation of one or more antecedent or consequent variable to evaluate environmental influences on student problem behavior. We identified 39 studies including FAs for 88 participants. All studies were coded with regard to FA approaches and procedures as well as student, classroom, and implementer characteristics. In addition, we evaluated the extent to which FA methods in the study sample aligned with previous recommendations to address practical barriers to implementation. Results revealed a range of FA approaches that varied according to student and classroom characteristics, as well as several strategies to address implementation barriers that have been under-utilized in classroom-based FAs to date.

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Reference

Lloyd, B. P., Weaver, E. S., & Staubitz, J. L. (2016). A review of functional analysis methods conducted in public school classroom settings. Journal of Behavioral Education, 25(3), 324–356.  https://doi.org/10.1007/s10864-015-9243-y