Slowing down the Bandwagon: The Misapplication of Functional Assessment for Students with Emotional or Behavioral Disorders

By G. Sasso, M. Conroy, Janine P. Stichter, J. Fox. 2001

188 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/468d6ad67ea9c034da5391717136f24b214b61ef

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In Clinical Psychology

In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

Current Status and Future Directions of School-Based Behavioral Interventions (2004, result): “Other reviews have also noted the relatively small effects of FBA-based interventions relative to non-FBA-based interventions (Ervin et al., 2001; Reid & Nelson, 2002; Sasso et al., 2001; Stage & Quiroz, 1997).”
Using Functional Behavior Assessment in General Education Settings: Making a Case for Effectiveness and Efficiency (2004, background): “Fewer studies have targeted students with or at risk for E/BD (Lewis & Sugai, 1996; Fox, Conroy, & Heckaman, 1998; Heckaman, Conroy, Fox, & Chait, 2000; Sasso et al., 2001).”
Active Teacher Participation in Functional Behavior Assessment for Students with Emotional and Behavioral Disorders Risks in General Education Classrooms (2006, unknown): “Procedures further fi t recommendations to include experimental analysis to determine the function of behaviors (Hanley et al., 2003; Sasso et al., 2001).”
Functional Behavioral Assessment-Based Interventions for Students with or at Risk for Emotional and/or Behavioral Disorders in School: A Hierarchical Linear Modeling Meta-Analysis (2012, unknown): “student's graph by computing the percentage of data points in the treatment phase that exceed the most extreme baseline data point that is in the intended treatment direction as outlined by Scruggs et al. (1987). PND was chosen because it is among the oldest effect size calculations in SSD and is th”
An Examination of the Evidence Base for Function-Based Interventions for Students with Emotional and/or Behavioral Disorders Attending Middle and High Schools (2009, background): “Thus, although the interventions derived from functional assessment data were evaluated in terms of the quality indicators, the functional assessment process was not standardized (Kern et al., 2004; Sasso et al., 2001).”