School practitioners increasingly use functional behavior assessments to design behavior intervention plans when students engage in challenging behavior that is not improved by classroom management or standard interventions. Behavior intervention plans should aim to produce behavior change that maintains across time and generalizes to relevant…

Functional behavior assessment is becoming a commonly used practice in school settings. Accompanying this growth has been an increase in research on functional behavior assessment. We reviewed the extant literature on documenting indirect and direct methods of functional behavior assessment in school settings. To discern best practice guidelines…

The use of functional behavior assessment (FBA) to guide the development of behavior intervention plans continues to increase since they were first mandated in IDEA (Individuals with Disabilities Education Act Amendments of 1997, 20 U.S.C. Section 1400 et seq, 1997). A variety of indirect and direct instruments have been developed to facilitate…

Recording the antecedents and consequences of problem behavior for the purposes of conducting descriptive analyses (called "A-B-C recording") can be particularly challenging, given the multiple variables that are commonly present in the natural environment. Nonetheless, psychologists and behavioral consultants often must rely on parents and…

Functional assessment procedures have proven useful for developing effective individualized interventions for a wide variety of populations and behavioral concerns. However, fewer studies have been conducted with preschool students who exhibit high incidence problem behaviors. The current study includes data from comprehensive functional…