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.