Classroom-Based Strategies to Incorporate Hypothesis Testing in Functional Behavior Assessments

Blair P. Lloyd

Emily S. Weaver

Johanna L. Staubitz

Abstract

When results of descriptive functional behavior assessments are unclear, hypothesis testing can help school teams understand how the classroom environment affects a student’s challenging behavior. This article describes two hypothesis testing strategies that can be used in classroom settings: structural analysis and functional analysis. For each strategy, we (a) review relevant examples from the literature, (b) identify advantages and disadvantages, and (c) offer recommendations for when and how to use them.

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Reference

Lloyd, B. P., Weaver, E. S., & Staubitz, J. L. (2017). Classroom-based strategies for incorporating hypothesis testing in functional behavior assessments. Beyond Behavior, 26(2), 48–56. https://doi.org/10.1177/1074295617711145