James J. Fox

Slowing Down the Bandwagon: The Misapplication of Functional Assessment for Students with Emotional or Behavioral Disorders.

Despite the tremendous attention being given to functional assessment and legal mandates regarding its use, little is known empirically about this process for students with emotional or behavioral disorders (E/BD). This article discusses the promise and practice of functional assessment, provides a critical review of the existing experimental literature in the area of E/BD, and presents a research agenda that will lead to more informed decisions regarding the use of functional assessment in the schools.

Functional Assessment-based Intervention Research on Students with or at Risk for Emotional and Behavioral Disorders in School Settings.

This article examines the research literature on functional assessment-based interventions for students with or at risk for emotional and behavioral disorders (E/BD) who demonstrate problem behaviors. We sought to identify any trends in the design and application of functional assessment-based interventions, with an emphasis on the types of interventions employed. We also examined the frequency with which researchers are collecting and reporting measures of procedural integrity, generalization and maintenance, and social validity. Although no specific trends emerged in the selection or implementation of interventions, several key issues in the design of research on functional assessment-based interventions with students with or at risk for E/BD are identified and discussed.

Treatment Integrity A Review of Intervention Studies Conducted With Children With Autism

The purpose of this study Was to assess the degree to Which behavioral intervention studies conducted With children diagnosed With autism operationally defined the independent variables (IVs) and evaluated treatment integrity (TI). The study replicated the criteria from Gresham, Gansle, and Noell (1993) and focused exclusively on research studies conducted With children diagnosed With autism Who Were age 18 years or younger. Results indicated that of the 60 studies that Were critically revieWed, 11 operationally defined the IVs and assessed TI. Conversely, the majority of the studies (n = 41) operationally defined the IVs yet did not assess TI. Last, 3 studies operationally defined the IVs and referred to TI Within the paper but provided no data, and 5 studies did not define IVs or assess TI.

Research Issues in Functional Assessment of the Challenging Behaviors of Students with Emotional and Behavioral Disorders.

One of the more significant developments in the treatment of challenging behavior has been the development of techniques of functional assessment and intervention. Much research in this area and many of the instruments and techniques initially focused on chronic aberrant behavior of persons with severe disabilities. More recently, functional assessment has been applied to students who have or are at risk for emotional and behavioral disorders (E/BD) and who have mild or no cognitive disabilities. Studies involving functional assessment of students with E/BD and those who are at risk for E/BD are reviewed in three main areas: (I) characteristics of participants; (2) types of functional assessment procedures and instruments employed; and (3) the reliability and validity of these instruments and procedures. Issues for future research in functional assessment are detailed.

Assessing and enhancing generalization and social validity of social-skills interventions with children and adolescents

Generalization and social validity are necessary aspects of any applied behavior analytic endeavor. They are especially critical to social-sldlls training research and practice. Investigators have demonstrated the effectiveness of various leaming theory-based interventions in teaching social skills to and increasing peer interactions of children with and without disabilities. However, development of a technology for reliably transferring these changes across different situations or ensuring their persistence over time has proven to be more problematic. From both a conceptual and empirical standpoint, this article reviews progress in and barriers to assessing and enhancing generality of social behavior change and its relationship to social validity. If progress is to be made, then it will be necessary to (a) distinguish between generalization and generality in developing and evaluating social-skills interventions; (b) expand the concept of social validity to give more emphasis to objective measurement of social skills, interventions, and outcomes; and (c) pursue a systematic analysis of generality-and durability-programming tactics.

Functional Assessment of Behavior and Effective Supports for Young Children with Challenging Behaviors

This article provides a proactive functional assessment and intervention framework for addressing challenging behaviors in young children. A three-tiered model is described that outlines prevention on the primary, secondary, and tertiary levels and remediation strategies that may be used to ameliorate challenging behaviors demonstrated by young children. Implementation of this model and its components in early childhood programs may reduce the intensity and frequency of challenging behaviors by young children and ultimately decrease the later development of emotional/behavioral disorders. Future research directions are discussed.

Building Competence in FBA: Are We Headed in the Right Direction?

Maureen A. Conroy is an assistant professor in the Department of Special Education, University of Florida, Gainesville. Denise Clark is a doctoral candidute in special education at the University of Florida, Gainesville. James J. Fox is research director, Center f o r Early Childhood Learning and Development, and professor in the Special Education Program, East Tennessee Stute University, Johnson City. Robert A. Gable is professor in special education, Old Dominion University, Nogolk, VA. Correspondence regarding this article should be sent to Ds Maureen A. Conroy, Box 117050, Department of Special Education, University of Florida, Gainesville, FL 3261 1. he reauthorization of the IDEA in T 1997 reflects a number of fundamental changes, including those that relate to disciplinary practices for students with disabilities (or who have a suspected disability) and other students whose behavior has resulted in suspension and/or in expulsion. One major change is for school personnel to address the relationship between classroom learning and student behavior through what is known as a functional behavioral assessment (FBA). The IDEA (1997) mandates preservice and inservice training for education professionals in the use of FBA, but the federal legislation does not prescribe or stipulate specific strategies to be included for instruction. Since the FBA content is not legally addressed, those who conduct training of school personnel have had to assume responsibility for determining the content at both the preservice and inservice levels. Various authorities have pointed out that there is a considerable gap in the research literature on the FBA as it relates to students with emotionallbehavioral disorders (Fox, Conroy, & Heckaman, 1998; Stichter, Shellady, Sealander, & Eigenberger, this issue, pp. 142-146). Literature on its success with students with developmental disabilities does exist (e.g., see Fox et al.. 1998, for a review). but only a modest amount of research has accumulated on the use of these strategies and techniques with students with emotionalhehavioral disorders. (For a review of the literature, see Fox et al.. 1998; Heckaman, Conroy, Fox, & Chait, 1999) Stichter and her colleagues argue that this research-to-practice gap may cause some trainers to overstep the empirical knowledge base and provide education personnel training based on what they think is appropriate for students with emotional behavior disorders (EBD) rather than what the research has demonstrated to be successful. For example, our work in schools tell us that tension exists between brief and extended FBA assessments; school officials sometimes seek to rush what can be a complex and time-consuming process and, in turn, produce an evaluation that either is a “false positive” or overlook information critical to identifying the functions of students’ impeding behavior. A related issue centers on when

Safe and Effective Schooling for All Students: Putting Into Practice the Disciplinary Provisions of the 1997 IDEA

Abstract The 1997 IDEA stipulates that states address the needs of school personnel as they relate to positive intervention strategies to deal with student behavior that impedes learning. In response to that mandate, the Virginia Department of Education drew upon accumulated literature and input of experts to develop, implement, and evaluate an inservice program on functional behavioral assessment/positive behavioral interventions/supports. Discussion is on the step-by-step training process whereby schools are able to establish pupil-specific, classroom-level, and schoolwide efforts to facilitate positive academic and nonacademic outcomes for all students. We present preliminary data that supports the effectiveness of both the content and delivery of this innovative program.

State Office of Education Practices Implementing the IDEA Disciplinary Provisions

A survey was conducted to obtain information on state policies and practices for implementing components of the disciplinary provisions outlined in the 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA). Thirty-seven state directors of special education (or a designee) responded to the survey, which addressed the availability and nature of state policies on discipline, state training, and technical assistance in the area of discipline and functional behavioral assessment (FBA), as well as practices related to FBA. Overall, the survey revealed that states across the nation are developing disciplinary policies and monitoring procedures based on the provisions outlined in IDEA. Training and technical assistance are offered to school districts, but most often these are not mandated and are limited. Finally, FBA strategies and policies have been developed by states to address all topographies of behavior. However, the qualifications of individuals completing the FBA have not been addressed. These results are discussed in light of the current research and may be useful for state directors and practitioners to further improve and expand their disciplinary policies.

Evaluating Environmental Arrangement as Setting Events: Review and Implications for Measurement

Environmental arrangement alters the physical, social, or programmatic aspects of classrooms to increase task engagement, facilitate prosocial behaviors, and reduce or prevent the challenging behaviors of children and youth. Research shows specific arrangements can affect student engagement and deportment, but this literature is not well integrated theoretically or empirically with other effective behavior change tactics. This article proposes that some environmental arrangements may serve as setting events for child behavior change. Setting events and environmental arrangement were defined and critically outlined. A total of 43 physical environmental arrangement articles were reviewed as to the specific type of arrangement and research methodology. Several methodological problems (e.g., lack of measurement or control of antecedents, consequences, or environmental arrangements, manipulation of more than one environmental arrangement) precluded conclusions about the setting event function of environmental arrangements. Suggestions for future research on setting events and environmental arrangements are proposed.