Functional Assessment of Distracting and Disruptive Behaviors in the School Setting

摘要: Abstract. More common than severe behaviors, distracting and instructionally disruptive behaviors frequently result in disciplinary decisions being made for the student who is exhibiting them. These are troublesome not because they threaten physical or psychological safety of those around him/her, but usually occur at a high frequency make instruction difficult. This article describes four-phase procedure that can be used to functionally assess occurring school setting. A variety procedures under each first three phases will discussed, as well utility Procedures linking information gained model treatment implementation monitoring also discussed. Finally, case example presented highlight described procedures. The functional assessment evaluation behavior problems (e.g., self-injurious persistent aggression) developmentally disabled populations has been established Fisher et al., 1993; Iwata, Dorsey, Slifer, Bauman, & Richman, 1982/1994; Mace Lalli, 1991; Vollmer, Zarcone, Smith, Mazaleski, 1993). However, provide an ongoing threat students less distract disrupt teachers other students. majority school-based discipline referrals aversive classroom teacher talking out, off-task; Rose, 1988; Skiba, Peterson, Williams, 1997). often interrupt educational environment may decreased opportunities learning target classroom. Recurrent unnece ssary special education services. Additionally, when these problem demonstrated by with disabilities, personnel likely willing include general classroom, resulting student's placement more restrictive setting (Arceneaux Murdock, Functional behavioral (FBA) one method assessing variables associated occurrence behaviors. FBA process determining function through use ranging from indirect interviews, questionnaires) direct observation, experimental manipulations) methods designed impact environmental maintaining (Mueller, Moore, Sterling-Turner, 2000). derived then develop effective, individualized interventions (Nelson, Roberts, 1998). Varying opinions exist regarding precise should conducting FBAs and, date, no evidence exists supporting specific relation optimal development (Cone, 1997; Nelson, Rutherford, Mathui Aaroe, 1999). Because there "hard fast" rules specifying best FRAs (Drasgow Yell, this issue), it consultants incorporate receive goal present offer practical recommendations Ervin, Radford al. (this issue) suggested EBAs consist phases: (a) "descriptive" phase which relevant data collected (b) "interpretive" hypotheses developed, (c) "verification" ph ase validity assessed. …