Meta-analysis of single-subject research using hierarchical linear modeling : empirical examination of the procedure and functional behavior assessment-based interventions

2010 ◽  
Author(s):  
Nicholas A. Gage
Keyword(s):  
Hierarchical Linear Modeling ◽  
Meta Analysis ◽  
Functional Behavior Assessment ◽  
Behavior Assessment ◽  
Single Subject ◽  
Linear Modeling ◽  
Empirical Examination ◽  
Single Subject Research ◽  
Functional Behavior

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 ◽  
Vol 37 (2) ◽  
pp. 55-77 ◽  
Author(s):  
Nicholas A. Gage ◽  
Timothy J. Lewis ◽  
Janine P. Stichter
Keyword(s):  
At Risk ◽  
Students With Disabilities ◽  
Problem Behaviors ◽  
Hierarchical Linear Modeling ◽  
Meta Analysis ◽  
Behavioral Assessment ◽  
Functional Behavior Assessment ◽  
Behavioral Disorder ◽  
Single Subject ◽  
Linear Modeling

Of the myriad practices currently utilized for students with disabilities, particularly students with or at risk for emotional and/or behavioral disorder (EBD), functional behavior assessment (FBA) is a practice with an emerging solid research base. However, the FBA research base relies on single-subject design (SSD) and synthesis has relied on literature review or analyses using nonparametric effect size calculations. This study was designed to examine the omnibus effect that FBA-based interventions have on problem behaviors for students with or at risk for EBD in schools using a hierarchical linear modeling meta-analytic approach to SSD synthesis. Based on a sample of 69 FBA studies, 146 subjects, and 206 outcome graphs, results indicated that, overall, FBA-based interventions reduced problem behavior by an average of 70.5% and that the procedure was effective across all student characteristics. Differences of effectiveness were evident between functional analysis and descriptive assessment procedures. Findings of this study suggest that FBA-based interventions for students with or at risk for EBD are an effective approach for the reduction of problem behaviors.

THE EFFECT OF FUNCTIONAL BEHAVIOR ASSESSMENT ON SCHOOL-BASED INTERVENTIONS: A META-ANALYSIS OF SINGLE-CASE RESEARCH

2017 ◽  
Vol 54 (4) ◽  
pp. 351-369 ◽  
Author(s):  
Teryn P. Bruni ◽  
Daniel Drevon ◽  
Michael Hixson ◽  
Robert Wyse ◽  
Samantha Corcoran ◽  
...  
Keyword(s):  
Single Case ◽  
Meta Analysis ◽  
Functional Behavior Assessment ◽  
Behavior Assessment ◽  
Case Research ◽  
Functional Behavior ◽  
School Based ◽  
School Based Interventions ◽  
Single Case Research

Functional Behavior Assessment Rating Scales: Intrarater Reliability with Students with Emotional or Behavioral Disorders

2003 ◽  
Vol 28 (4) ◽  
pp. 386-400 ◽  
Author(s):  
Sally M. Barton-Arwood ◽  
Joseph H. Wehby ◽  
Philip L. Gunter ◽  
Kathleen L. Lane
Keyword(s):  
Behavioral Disorders ◽  
Rating Scales ◽  
Pearson Correlation ◽  
Correlation Coefficients ◽  
Functional Behavior Assessment ◽  
Behavior Assessment ◽  
Future Research ◽  
Intrarater Reliability ◽  
Functional Behavior ◽  
Emotional Or Behavioral Disorders

This study evaluated the intrarater reliability of two functional behavior assessment rating scales: the Motivation Assessment Scale and the Problem Behavior Questionnaire. Teachers rated 30 students from 10 self-contained classrooms for students with emotional or behavioral disorders on three separate occasions using both rating scales. Pearson correlation coefficients and exact and adjacent agreement percentages indicated variable and inconsistent ratings across administrations and rating scales. The authors discuss possible reasons for inconsistencies, as well as implications for practice and future research.

Functional Behavior Assessment and Function-Based Intervention Planning: Considering the Simple Logic of the Process

2017 ◽  
Vol 26 (3) ◽  
pp. 101-104 ◽  
Author(s):  
Terrance M. Scott ◽  
Justin T. Cooper
Keyword(s):  
Functional Behavior Assessment ◽  
Behavior Assessment ◽  
Functional Behavior ◽  
Disabilities Education Act ◽  
Big Ideas ◽  
Education Act ◽  
Function Based Intervention ◽  
Simple Logic ◽  
Definition Of ◽  
And Function

While functional behavior assessment (FBA) has been a part of special education law and embedded in Individuals With Disabilities Education Act (IDEA) since 1997, a precise definition of what actions or processes constitute a legal FBA has never been adequately addressed in the law. This article provides an overview of the underlying logic of FBA leading to effective function-based intervention. When focusing on a simplification of the logic behind FBA, there are three big ideas that serve as a foundation for considering the intersection of effectiveness and practicality: function matters, FBA requires repeated observations of behavior, and the only purpose of an FBA is to develop an effective intervention. These big ideas are discussed, leading to a conclusion as to how logic and simplicity must share priority in the process.

Evaluating the Validity of Functional Behavior Assessment

2001 ◽  
Vol 30 (2) ◽  
pp. 180-192 ◽  
Author(s):  
Mark D. Shriver ◽  
Cynthia M. Anderson ◽  
Briley Proctor
Keyword(s):  
Functional Behavior Assessment ◽  
Behavior Assessment ◽  
Functional Behavior
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