Methodological issues in functional analysis: Generalizability to other disability groups

Functional assessment is now required for some students under the Individua ls with Disabilities Education Act (IDEA) reauthorization provisions to ass ist in the identification of positive behavioral intervention plans and sup ports. Functional analysis, the approach to functional assessment that is u sed to identify the causes of behavior and facilitate the development of su ch plans, has an extensive history in behavioral theory and practice. Howev er, four methodological issues should be resolved before the field can adop t functional analysis as standard practice in the schools: (1) client chara cteristics, (2) response classes, (3) analog assessments, and (4) criteria for determining behavioral function. At this time, most of what we know abo ut functional analysis of behavior is based on research with self-injurious behavior conducted with clients having severe and profound mental retardat ion. Until these methodological issues have been resolved, we must question the use of this technique as outlined in the 1997 amendments to IDEA.