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“This second edition offers the most complete and detailed explanation of FBA that exists in the field today. The presentation is innovative and practical, with case examples that help readers understand how concepts of assessment are transformed into evidence-based strategies for support and intervention. Students and professionals will gain expertise in the crucial topics of behavioral assessment and school-based behavior support. Crone, Hawken, and Horner have expanded and sharpened the descriptions in the first edition, and the result is a singular contribution of significant importance.”

—Glen Dunlap, PhD, College of Education, University of Nevada, Reno


“An outstanding resource for building the systems needed for individual behavior support. The new content in the second edition is outstanding, from teaching school personnel how to conduct brief FBAs to using the latest technology for more effective and efficient behavior support. This book belongs on the shelf of anyone interested in getting function-based support implemented well in school systems.”

—Kent McIntosh, PhD, Department of Special Education and Clinical Sciences, University of Oregon; Co-Director, OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports


“The updated second edition includes all of the tools and step-by-step examples of FBA-BSPs that were so valuable in the first edition, but also includes new information on technological advances in FBA, applications to academic concerns and preschool populations, and current trends in FBA. University trainers will find this an ideal text for coursework at both the undergraduate and graduate levels—it is essential reading for those preparing to make a difference as future educators.”

—Ruth A. Ervin, PhD, Department of Educational and Counselling Psychology and Special Education, University of British Columbia, Canada


“Now in a revised second edition, this book presents the next generation of strategies for implementing, supporting, and sustaining individual positive behavior supports in schools. I am impressed with the authors' comprehensive multilevel systems approach for embedding supports in typical school contexts. This is a 'must-have' work for practitioners who truly want to make a difference.”

—Linda M. Bambara, EdD, Special Education Program, Lehigh University

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Table of Contents

I. Using Functional Behavioral Assessment in Schools: Context and Framework

1. Functional Behavioral Assessment in Schools: Historical Background and the Current Context, Robert E. O'Neill & Kaitlin Bundock

2. Functional Behavioral Assessment in Schools: Thinking Functionally across All Tiers of Behavior Support

II. Embedding Functional Behavioral Assessment within School Systems: Case Examples

3. Conducting a Functional Behavioral Assessment

4. Designing a Behavior Support Plan

5. Evaluating and Modifying the Behavior Support Plan

III. Using Functional Behavioral Assessment within School Systems: Building School-Based and District-Based Capacity

6. Who Will Be Involved in the Behavior Support Team and How Do You Get the Behavior Support Team to Work Together as a Team?

7. How Do You Generate within-Building Capacity for Functional Behavior Assessment on the Behavior Support Team?

8. Improving District Capacity to Deliver Basic FBA-BSP Support, M. Kathleen Strickland-Cohen, Sheldon L. Loman, & Robert H. Horner

IV. Functional Behavioral Assessment as Applied to Specific Problems or Specific Populations

9. Functional Behavioral Assessment for Academic Concerns, Courtenay A. Barrett & Donna M. Gilbertson

10. Functional Behavioral Assessment with Preschool-Age Children

11. Technology Trends in Functional Behavioral Assessment and Intervention, J. Matt Jameson, Allison L. Bruhn, & Leanne S. Hawken

Appendix A

Request for Assistance Form

Appendix B

Functional Behavioral Assessment–Behavior Support Plan Protocol (F-BSP Protocol)

Appendix C

Functional Assessment Checklist for Teachers and Staff (FACTS)

Appendix D

Student-Guided Functional Assessment Interview (Primary)

Appendix E

Assessing Activity Routines Form

Appendix F

Brief Functional Assessment Interview Form

Appendix G

Functional Assessment Observation Form

Appendix H

A Checklist for Assessing the Quality of Behavior Support Planning: Does the Plan (or Planning Process) Have These Features?

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About the Authors

Deanne A. Crone, PhD, is Research Associate at the Center on Teaching and Learning at the University of Oregon. She has directed several research and training grants that address behavior disorders, positive behavior support, and functional behavioral assessment. Dr. Crone has presented her work on function-based support locally, regionally, and nationally, and has conducted workshops with a variety of professionals, including school psychologists, administrators, teachers, and paraprofessionals. With Leanne S. Hawken and Robert H. Horner, she is coauthor of Responding to Problem Behavior in Schools, Second Edition.

• All titles by Deanne A. Crone

Leanne S. Hawken, PhD, BCBA, is Professor Emeritus in the Department of Special Education at the University of Utah. Dr. Hawken has 30 years of experience in the fields of psychology, education, positive behavior support (PBIS), and applied behavior analysis (ABA). She has been a PBIS/MTSS district- and school-level coach and has been has been training, coaching, and conducting research on Check-In, Check-Out (CICO) since the early 2000s. Outside the school context, Dr. Hawken is a certified life coach who is passionate about combining the science of ABA with the tactics of life coaching.

• All titles by Leanne S. Hawken

Robert H. Horner, PhD, is Professor of Special Education at the University of Oregon and Director of Educational Community Supports, a research unit within the College of Education that develops and implements practices resulting in positive, durable, and scientifically validated change in the lives of individuals with disabilities and their families. Dr. Horner’s 35-year history of research has focused on applied behavior analysis, stimulus control, instructional technology, positive behavior support, and large-scale system change.

• All titles by Robert H. Horner

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Contributors

Courtenay A. Barrett, PhD, is Assistant Professor in the Department of Psychology at Utah State University. Her research and teaching emphasize ecobehavioral approaches to assessment and consultation.

Allison L. Bruhn, PhD, is Assistant Professor of Special Education at the University of Iowa, where she teaches courses in designing, implementing, and evaluating behavioral interventions. Her research interests include multi-tieredsystems of support and technology-based behavioral interventions.

Kaitlin Bundock, MEd, is a doctoral candidate in Special Education at the University of Utah. Her research interests include Tier 2 behavioral and academic interventions, as well as functional behavioral assessment in secondary schools.

Donna M. Gilbertson, PhD, is Associate Professor of School Psychology at Utah State University. Her teaching and research interests focus on intervention and consultation to help adults respond effectively to children and the learning, social, and emotional adjustment problems of adolescents in school settings.

J. Matt Jameson, PhD, is Assistant Professor in the Department of Special Education at the University of Utah. His primary research interests include inclusive instructional procedures and technology use for behavioral assessment and instruction of students with significant cognitive disabilities.

Sheldon L. Loman, PhD, is Assistant Professor at Portland State University. His research interests include the use of efficient function-based supports in public school settings. He has coauthored the Basic FBA to BSP Trainer’s Manual, available at www.pbis.org.

Robert E. O’Neill, PhD, BCBA-D, is Professor and Chair of the Department of Special Education at the University of Utah. He has been engaged in research, teaching, and consulting activities involving functional behavioral assessment and positive behavior support in educational and community settings for over 30 years.

Kathleen Strickland-Cohen, PhD, is Assistant Professor in the Department of Educational Psychology and Leadership at Texas Tech University, where she teaches courses on functional assessment, classroom and behavior management, and advanced ethical issues in applied behavior analysis. Dr. Strickland-Cohen’sresearch focuses on enhancing school capacity to efficiently use functional behavioral assessment to design and effectively implement function-based behavior support.

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Audience

PreK–8 school psychologists and counselors, behavior specialists, special educators and classroom teachers, school social workers, and administrators.

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Course Use

Serves as a text in graduate-level courses such as Functional Behavioral Assessment and Behavioral Interventions in Schools.

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Previous editions published by Guilford:

First Edition, © 2003
ISBN: 9781572308183

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New to this edition:

• Incorporates current FBA-BSP research and best practices.
• Chapters on developing district-wide capacity; FBA apps and software; applications for academic problems; and early childhood settings.
• Increased attention to FBA-BSP as a Tier III intervention within a multi-tiered framework.