Functional Assessment
Functional assessment is the cornerstone of all interventions in PBS. Many methods of functional assessment exist including direct and indirect methods. Methods of functional assessment can be placed along a continuum with regard to time and experience needed to successfully implement. At one end (and requiring less time and training) are indirect methods such as record reviews, interviews and rating scales. At the other end (and requiring more time and training) are direct observations involving systematic manipulations. Functional Assessment Links can be accessed from the navigation menu on the left and will direct you to more information about different methods of functional assessment. Research suggests that functional assessment should consist of multiple methods including indirect methods and direct observation. A complete functional assessment should provide the following information:
- Objective and observable definition of problem behavior
- Events that often precede problem behavior (e.g., setting, who is present)
- Events that often occur after problem behavior
A functional assessment should allow for development of a testable hypothesis about problem behavior. The hypothesis should identify events that precede and follow problem behavior. Here is an example:
When Jason fights with his mother before school and, upon arriving at school is asked to complete group work, he often refuses by simply staring out the window or refusing to open his book. If a teacher continues to prompt Jason, Jason often escalates the situation by stating "no" very loudly or swearing. When this occurs Jason is sent to the office to meet with the principal. Jason’s problem behavior likely is maintained by avoidance of group work and possibly by 1:1 attention from the principal (Jason reportedly enjoys spending time with her).
The hypothesis is used to develop a comprehensive intervention.
