Teacher-implemented functional analysis and treatment: A method for linking assessment to intervention

One of the main issues in school-based interventions is determining what ty pe of data need to be collected so that an appropriate treatment may be des igned. Functional assessment/analysis has been shown to be an effective met hod for linking assessment to intervention. Despite the potential advantage s of using functional assessment/analysis in the school setting, demonstrat ions of functional-based procedures are relatively rare in the school psych ology literature. Therefore, the purpose of this study was to illustrate on e way in which functional methodology could be used in the school setting b y training teachers to implement functional analysis procedures and the tre atments that result from the analysis. The integrity for both the analysis and intervention were high and the targeted self-injurious behavior was red uced to near zero. Discussion includes the potential advantages of training teachers to implement functional assessment/analysis and directions for re search in applied school psychology practice.