SOME IMPLICATIONS OF FUNCTIONAL-ANALYSIS FOR SCHOOL-PSYCHOLOGY

In recent use of the term, functional analysis refers to experimental assessment procedures designed to identify the operant reinforcement c ontingencies maintaining problem behavior. Such procedures have become widely accepted as assessment methods for behavior problems in develo pmental disabilities, but have received little attention in school psy chology. Functional analyses may be important for school psychologists for at least two general reasons: (a) school psychologists are increa singly responsible for the assessment of children with developmental d isabilities, and (b) recent research suggests that functional analysis methods may be relevant to assessment and intervention for more commo n classroom behavior problems. This review begins with a historical ov erview of the development of functional analysis assessment methods fo llowed by recent procedural developments that may make functional anal ysis more practical for psychologists in school or clinical settings ( brief functional analyses). Finally, a review is provided of recent re search that begins to extend functional analysis procedures to childre n with average intellectual functioning. Based on the premise that man y classroom behavior problems serve operant functions, we propose that functional analyses may be relevant to a broad range of child behavio r problems.