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NASP Home NASP Publications School Psychology Review (SPR) Volume 28 Issue 2 (1999) Teacher-Implemented Functional Analys...
Volume 28, Issue 2 (1999)

Teacher-Implemented Functional Analysis and Treatment: A Method for Linking Assessment to Intervention

pp. 292—302

Abstract: One of the main issues in school-based interventions is determining what type of data need to be collected so that an appropriate treatment may be designed. Functional assessment/analysis has been shown to be an effective method for linking assessment to intervention. Despite the potential advantages of using functional assessment/analysis in the school setting, demonstrations of functional-based procedures are relatively rare in the school psychology literature. Therefore, the purpose of this study was to illustrate one way in which functional methodology could be used in the school setting by training teachers to implement functional analysis procedures and the treatments that result from the analysis.The integrity for both the analysis and intervention were high and the targeted self-injurious behavior was reduced to near zero. Discussion includes the potential advantages of training teachers to implement functional assessment/analysis and directions for research in applied school psychology practice.

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