The Future of Functional Behavioral Assessment in School Settings

Terrance M. Scott · Debra M. Kamps

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Behavioral and Psychological Studies Autism Spectrum Disorder Research Education Discipline and Inequality

Abstract

Although FBA has been a familiar term to those in special education for over 30 years, its formal inclusion into IDEA is relatively recent. Currently, agreement as to the nature, context, and application of the FBA process is, at best, confusing and, at worst, inadequate to direct ellective practice in schools. An analysis of the issues that define FBA as an evidence-based practice in special education lead to the conclusion that function, efficiency, and context are keys to effective implementation of FBA as a school-based practice. Also included is an introduction to the articles in this special issue that serve to clarify future direction in addressing these issues

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2011Functional assessment and positive support strategies for promoting resilience: Effects on teachers and high‐risk children 2010Addressing the Challenging Behavior of Young Children Through Systematic Function-Based Intervention 2009Young Children With Challenging Behavior 2017THE EFFECT OF FUNCTIONAL BEHAVIOR ASSESSMENT ON SCHOOL‐BASED INTERVENTIONS: A META‐ANALYSIS OF SINGLE‐CASE RESEARCH 2010Functional Behavior Assessment in Classroom Settings: Scaling Down to Scale Up

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