A descriptive analysis and critique of the empirical literature on school-based functional assessment

This article provides a wide range of information for 100 articles publishe d from January 1980 through July 1999 that describe the functional assessme nt (FA) of behavior in school settings. Results indicate that FA is useful for ascertaining the variables that control high-frequency problem behavior s in students with low-incidence disabilities and for designing effective i nterventions for those behaviors. Few studies, however, have examined low-r ate problem behaviors and involved students with no disabilities. Moreover, few studies have applied FA to academic behaviors, had school personnel co nduct FA without assistance, presented social validity data, or ascertained the relative effectiveness of different variations of FA. FA has great pro mise for school psychologists, but more work in several areas is needed if this promise; is to be fulfilled.