|Abstract: Under the Individuals with Disabilities Education Act (2004) (IDEA), Functional Behavior Assessments (FBAs) are a required assessment in the development and identification of Individualized Education Program (IEP) goals and target behaviors. Anderson, Rodriguez, and Campbell (2015) reviewed the functional assessment literature through 2013 and results indicated that within the educational setting, K–21 y.o., experimental functional analyses (Iwata, Dorsey, Slifer, Bauman, & Richman, 1982/1994) were the most prevalent assessment conducted. The purpose of the present study is to extend the comprehensive review conducted by Anderson and colleagues (2015), by also reviewing the literature of other professions who may also be publishing research on functional assessments like general and special educators, and school psychologists (Figure 1). A subsequent purpose of the study is to determine how the other educational professions may conduct and implement functional assessments and how all fields can bridge the gap from research to practitioner-based assessments (Figure 2). Due to the fact that FBAs are a part of the eligibility process for individuals diagnosed or suspected of having an emotional or behavioral disorder, the present study does not include experimental functional analyses. (Figure 3).|
Increasingly, young children with autism are being supported in typical early care and education settings (e.g., childcare, preschool). In order to identify foundational skills that will lead to their ability to access, participate in, and make progress toward the general curriculum, we recommend a linked assessment/programming model called the Assessment, Evaluation, and Programming System (AEPS). The AEPS is considered one of the most technically adequate curriculum based assessments in the field of early childhood intervention (Bagnato, Neisworth, and Pretti-Frontczak, 2010). The purpose of this presentation is to highlight a linked assessment model for supporting young children with autism in a variety of early childhood settings. Assessment that is linked to the identification of skills that can be embedded into a child’s ongoing activities and routines is considered best practice in early childhood intervention (Division of Early Childhood, 2014). There is evidence that when this model is used, young children with autism can successfully be taught within the context of a variety of early childhood environments (e.g., Hawkins Lear & Grisham-Brown, in press; Grisham-Brown, Pretti-Frontczak, Hawkins, & Winchell, 2009). With increased use of a linked assessment/programming model, more young children with autism could potentially be able to attend community based programs.