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Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.

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43rd Annual Convention; Denver, CO; 2017

Event Details

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Paper Session #445
Do Function-Based Assessments in Schools Lead to Effective Function-Based Interventions?
Monday, May 29, 2017
11:00 AM–11:50 AM
Convention Center 405
Area: EDC
Instruction Level: Intermediate
Chair: Robert C. Pennington (University of Louisville)
The Generality of Functional Assessment Based Interventions for Students With Emotional/Behavioral Disorders: Alotta Bucks, But Where's the Bang
Domain: Applied Research
JONATHAN BURT (University of Louisville), Robert C. Pennington (University of Louisville)
Abstract: The use of functional behavioral assessment (FBA) to address the problem behavior of students with emotional/behavioral disorders in schools is supported by an emerging evidence base. Few studies, however, have assessed the generality (i.e, the transfer of behavior change across settings, behaviors, or students) of function-based interventions. In this session, we review demonstrations of setting/situation generalization in the literature and present a series of cases specifically targeting the transfer of behavior change across settings for students with emotional/behavioral disorders.
 
The Effect of Functional Behavioral Assessment on School Based Interventions: Meta-Analysis of Single-Case Research
Domain: Service Delivery
TERYN BRUNI (University of Michigan Health System), Daniel Drevon (Central Michigan University), Michael D. Hixson (Central Michigan University), Robert Wyse (Central Michigan University )
Abstract: Increasingly schools are using function-based assessment in the design of classroom interventions in both general education and special education settings. Research examining the use of function-based assessment is mixed when comparing interventions preceded by a functional behavior assessment (FBA) to those without an FBA. The purpose of this study was to provide a quantitative review of school-based behavior reduction interventions and some ancillary variables that may modulate the effectiveness of those interventions. Tau-U, an effect size statistic for single case designs that takes into account level and trend, was calculated across studies, allowing for examination of several moderator variables including type of FBA method used. Moderate intervention effects were found across all studies with a small yet insignificant difference between function and non-function based interventions. The largest difference in a moderator variable was intervention setting, with studies conducted in the natural environment producing larger effects than those in pull-out settings. Possible explanations for these findings, limitations of the study, and areas of future research are discussed.
 
 
 

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