An Approach to Functional Assessment in General Education Classroom Settings

Authors

R. Anthony Doggett, Mississippi State UniversityFollow
Ron P. Edwards, University of Southern Mississippi
James W. Moore, University of Southern MississippiFollow
Daniel H. Tingstrom, University of Southern MississippiFollow
Susan M. Wilczynski, University of Nebraska Medical Center

Document Type

Article

Publication Date

2001

Department

Psychology

Abstract

Although research has clearly demonstrated the utility of functional assessment across a variety of settings and populations, the literature contains few examples of a comprehensive approach to functional assessment in general education settings that effectively bridges research to the everyday practice of school psychology. Functional assessment has been presented as a three-step process involving informant assessment, direct observations, and experimental analyses. In the present case illustration, teacher interviews, conditional probability analyses of direct observations, and brief teacher-implemented functional analyses are demonstrated to help practitioners learn an efficient and effective method for determining the function of problem behaviors exhibited in general education classrooms. Future directions and implications of functional assessment research and practice in general education classrooms are discussed.

Publication Title

School Psychology Review

Volume

30

Issue

3

First Page

313

Last Page

328

Recommended Citation

Doggett, R. A., Edwards, R. P., Moore, J. W., Tingstrom, D. H., Wilczynski, S. M. (2001). An Approach to Functional Assessment in General Education Classroom Settings. School Psychology Review, 30(3), 313-328.
Available at: https://aquila.usm.edu/fac_pubs/4013