Cd. Broussard et J. Northup, AN APPROACH TO FUNCTIONAL ASSESSMENT AND ANALYSIS OF DISRUPTIVE BEHAVIOR IN REGULAR EDUCATION CLASSROOMS, School psychology quarterly, 10(2), 1995, pp. 151-164
We conducted functional assessments and analyses for three students re
ferred for disruptive behavior in regular education classrooms. A desc
riptive assessment was first conducted to select one of three hypothes
es regarding potential variables maintaining the disruptive behavior:
teacher attention, peer attention, or escape from academic tasks. A br
ief functional analysis was then conducted to evaluate the selected hy
pothesis. For each student, a different hypothesis was selected based
on the descriptive assessment and for each student the brief functiona
l analysis confirmed the selected hypothesis. Results are discussed as
a preliminary approach to extending functional analysis procedures to
regular education settings for the purpose of developing prereferral
interventions.