Training Educational Staff in Functional Behavioral Assessment: A Systematic Review

Training Educational Staff in Functional Behavioral Assessment: A Systematic Review

Interventions for challenging behavior are more likely to be effective when based on the results of a functional behavioral assessment. Research to date suggests that staff members in educational settings may not have the requisite levels of expertise or support to implement behavioral assessment pr...

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Bibliographic Details
Published in:Journal of developmental and physical disabilities Vol. 26; no. 4; pp. 479 - 505
Main Authors: McCahill, John, Healy, Olive, Lydon, Sinéad, Ramey, Devon
Format: Journal Article
Language:English
Published: Boston Springer US 01-08-2014
Springer Nature B.V
Subjects:
Behavior
Behavior problems
Behavioral Science and Psychology
Child and School Psychology
Experts
Functional assessment
Functional behavioral assessment
Intervention
Lectures
Morality
Pediatrics
Psychology
Public Health
Review Article
Systematic review
Functional behavioral assessment
Teacher training
Functional analysis
Staff training
Challenging behavior
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Summary:Interventions for challenging behavior are more likely to be effective when based on the results of a functional behavioral assessment. Research to date suggests that staff members in educational settings may not have the requisite levels of expertise or support to implement behavioral assessment procedures and design corresponding behavior support plans. The current review sought to examine the nature and effectiveness of Functional Behavioral Assessment (FBA) training described in the literature. Twenty-five studies were examined in relation to type of FBA method used, training procedure, behavioral function and intervention outcome. Training was provided in indirect, observational and experimental functional assessment procedures. Video modeling, lectures, feedback and written protocols were some commonly used training procedures. Interventions derived from results of these assessments were used in twelve studies to treat problem behavior. Social validity and treatment integrity outcomes across all studies are reported. The implications of these findings for research and practice are discussed along with directions for future research.
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ISSN:1056-263X
1573-3580
DOI:10.1007/s10882-014-9378-0