Citation

Kates-McElrath K, Agnew M, Axelrod S, Bloh CL. Behav. Interv. 2007; 22(1): 47-56.

Affiliation

Temple University, PA, USA; Holy Family University, PA, USA (kkates5@comcast.net)

Copyright

(Copyright © 2007, John Wiley and Sons)

DOI

10.1002/bin.230

PMID

unavailable

Abstract

The discipline-related component of Individuals with Disabilities Education Act (IDEA) requires that schools conduct a Functional Behavioral Assessment (FBA) when a student's behavior disrupts the educational environment and/or results in suspension from school. Applied behavior analysts often make a distinction between the terms functional assessment/functional behavioral assessment, and functional analysis yet there exists no consensus on how that distinction should be made. A relevant review of the literature was conducted to identify research articles using functional analysis or functional assessment methodology in public school settings in an effort to identify the specific procedures employed by each. Results of the review support the existence of a discrepancy between proposed and actual school-based assessment models, as well as other claims regarding functional assessment research. We address the problem of distinguishing between the terms assessment and analysis as they relate to procedures employed to determine behavioral function of students exhibiting aberrant behavior. A clarification of terms is proposed.