A Descriptive Analysis and Critique of the Empirical Literature on School-based Functional Assessment

By Ruth A. Ervin, Pamela M. Radford, Kathy M. Bertsch, Andrew L. Piper, Kristal E. Ehrhardt, A. Poling. 2001

172 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/af8d40c4dd27df3cc28619195a3abc773c6f1fb7

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Citations in the corpus

Class-Wide Function-Related Intervention Teams: Effects of Group Contingency Programs in Urban Classrooms (2011, methodology): “These findings suggest the need for (a) Tier III level intervention as described in the SwPBS model for the students most at risk who do not respond to Tier II intervention, (b) use of functional behavior assessment (Ervin et al., 2001; Kamps et al., 2006), and/or (c) modifications of functional ass”
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).”
Evidence-Based Assessment of Attention Deficit Hyperactivity Disorder in Children and Adolescents (2005, background): “, 2001)? Surprisingly, relatively little research has addressed this question either for ADHD or in general (Ervin et al., 2001), and more research is needed.”
Response to Intervention for Social Behavior (2008, background): “…studies has indicated a clear need for inservice training in the use of FBA by teachers and other school staff (Doggett, Edwards, Moore, Tingstrom, & Wilczynski, 2001; Ervin et al., 2001; Lago-Delello, 1998; Nelson, Roberts, Rutherford, Mathur, & Aaroe, 1999; Wilson, Gutkin, Hagen, & Oats, 1998).”
Function-Based Academic Interventions for Problem Behavior (2009, background): “In 15FUNCTION-BASED ACADEMIC INTERVENTIONS a review of 100 studies using functional behavioral assessment in the school se�ing, Ervin et al. (2001) argued that the literature documenting its effectiveness with non-disabled populations and low-frequency behaviors is under-developed.”
Response to Intervention (2004, background): “Combinations and sequences of interventions are common in school practice (Ervin et al., 2001), and many designs can be used to compare intervention conditions by intensity.”
Teachers and Challenging Behavior (2010, background): “Still, various studies have reported that teachers successfully collaborate with behavioral consultants to conduct functional assessments and to design and implement interventions (Ervin et al., 2001; Snell, Voorhees, & Chen, 2005).”
Active Teacher Participation in Functional Behavior Assessment for Students with Emotional and Behavioral Disorders Risks in General Education Classrooms (2006, unknown): “FBA is designed to generate hypotheses about antecedents and consequences that trigger or maintain behaviors, while functional analysis actually manipulates the hypothesized maintaining variables using an experimental design to demonstrate control (Ervin et al., 2001; Iwata, Vollmer, & Zarcone, 1990”