Resources
Page 10: References, Additional Resources, and Credits
To cite this module, please use the following:
The IRIS Center. (2025). Functional Behavioral Assessment (Elementary): Identifying the Reasons for Student Behavior. Retrieved from https://iris.peabody.vanderbilt.edu/module/fba-elem/
Note: The references in this section reflect the source material used to construct this module. The links to these references are not updated.
Alberto, P. A., Troutman, C., & Axe, J. B. (2022). Applied behavior analysis for teachers (10th ed.). Pearson. https://www.pearson.com/en-us/subject-catalog/p/applied-behavior-analysis-for-teachers/P200000000718/9780135606186
Chan, P. E., Cannella-Malone, H. I., & Harper, B. E. (2021). Evaluating reliability of high school students’ functional assessment interview responses. Journal of Applied School Psychology, 37(2), 197–220. https://doi.org/10.1080/15377903.2020.1821271
Cooper, J. O, Heron, T. E., & Heward, W. L. (2019). Applied behavior analysis (3rd ed.). Pearson. https://www.pearson.com/en-us/subject-catalog/p/applied-behavior-analysis/P200000000905/9780137477210
Cruz, R. A., Firestone, A. R., & Rodl, J. E. (2021). Disproportionality reduction in exclusionary school discipline: A best-evidence synthesis. Review of Educational Research, 91(3), 397 431. https://doi.org/10.3102/0034654321995255
Enders, O. G., Buonomo, K., & Robertson, R. (2022). Addressing race and implicit bias in the functional behavior assessment process: A pilot study of preservice teacher training modules. Multiple Voices: Disability, Race, and Language Intersections in Special Education, 22(1), 6–23. https://doi.org/10.56829/2158-396X-22.1.6
Fadus, M. C., Valadez, E. A., Bryant, B. E., Garcia, A. M., Neelon, B., Tomko, R. L., & Squeglia, L. M. (2021). Racial disparities in elementary school disciplinary actions: Findings from the ABCD study. Journal of the American Academy of Child and Adolescent Psychiatry, 60(8), 998–1009. https://doi.org/10.1016/j.jaac.2020.11.017
Graber, A., & Graber, J. (2023). Applied behavior analysis and the abolitionist neurodiversity critique: An ethical analysis. Behavior Analysis in Practice, 16, 921–937. https://doi.org/10.1007/s40617-023-00780-6
Hott, B. L., Randolph, K. M., & Raymond, L. (2022). Teaching students with emotional and behavioral disabilities. Plural Publishing, Inc. https://www.pluralpublishing.com/publications/teaching-students-with-emotional-and-behavioral-disorders
Johnson, H. N., & Carpenter, M. E. (2022). Including student input as a critical component of functional behavior assessment. Beyond Behavior, 31(3), 175–184. https://doi.org/10.1177/10742956221108365
Missouri Department of Elementary and Secondary Education. (2018). Missouri schoolwide positive behavior support: Tier 3 team workbook 2018-2019. https://pbismissouri.org/wp-content/uploads/2018/05/MO-SW-PBS-Tier-3-2018-04.24.18.pdf
O’Neill, R. E., Albin, R. W., Storey, K., Horner, R. H., & Sprague, J. R. (2015). Functional assessment and program development for problem behavior (3rd ed.). Cengage Learning. https://www.cengage.com/c/functional-assessment-and-program-development-for-problem-behavior-a-practical-handbook-3e-o-neill-albin-storey-horner-sprague/9781285734828/
Ryberg, R., Her, S., Temkin Cahill, D., & Harper, K. (2021). Despite reductions since 2011-12, black students and students with disabilities remain more likely to experience suspension. Healthy Schools. https://www.childtrends.org/publications/despite-reductions-black-students-and-students-with-disabilities-remain-more-likely-to-experience-suspension
Taylor, J. C., Brusnahan, L. L. S., Farrell, E. F., & Fuller, M. (2024). Addressing diversity, bias, and racism in applied behavior analysis: Reflective practices for behavior analytic professionals in schools. Education and Treatment of Children, 47, 197–209. https://doi.org/10.1007/s43494-023-00118-5
Turner, K. (2022). Functional behavior assessment: Case studies and practice. Cognella, Inc. https://titles.cognella.com/functional-behavior-assessment-9781793557148
Walker, J. D. & Barry, C. (2022). Behavior management: Systems, classrooms, and individuals. Plural Publishing, Inc. https://www.pluralpublishing.com/publications/behavior-management-systems-classrooms-and-individuals
Articles
Friman, P. C. (2021). There is no such thing as a bad boy: The circumstances view of problem behavior. Journal of Applied Behavior Analysis, 54(2), 636–653. https://doi.org/10.1002/jaba.816
This article examines the tenet that problematic behavior is attributable to circumstances rather than the individual.
Hardy, J. K., & McLeod, R. H. (2020). Using positive reinforcement with young children. Beyond Behavior, 29(2), 95–107. https://doi.org/10.1177/1074295620915724
This article provides recommendations for the planning, implementation, and evaluation of positive reinforcement in early childhood settings.
Haydon, T., Musti-Rao, S., Kennedy, A., Murphy, M., Hunter, W., & Boone, J. (2020). Using teacher praise with middle and high school students. Beyond Behavior, 29(2), 108–115. https://doi.org/10.1177/1074295620915883
This article provides a literature review of research on positive reinforcement as well as recommendations for implementation in middle and high school settings. A case study is also included to further demonstrate possible applications.
Scott, T. M., & Landrum, T. J. (2020). An evidence-based logic for the use of positive reinforcement: Responses to typical criticisms. Beyond Behavior, 29(2), 69–77. https://doi.org/10.1177/1074295620917153
This article provides a data-based rebuttal of objections to the effectiveness of positive reinforcement in educational settings.
Simpson, J. N., Hopkins, S., Eakle, C. D., & Rose, C. A. (2020). Implement today! Behavior management strategies to increase engagement and reduce challenging behaviors in the classroom. Beyond Behavior, 29(2), 119–128. https://doi.org/10.1177/1074295620909448
This article provides step-by-step instructions to increase academic engagement and reduce challenging behavior within the classroom via behavior-specific praise, the Good Behavior Game, and increased opportunities for student responses.
Sugai, G., & Simonsen, B. (2020). Reinforcement foundations of a function-based behavioral approach for students with challenging behavior. Beyond Behavior, 29(2), 78–85. https://doi.org/10.1177/1074295620902444
This article reviews the foundational role of reinforcement in a function-based approach for addressing challenging behaviors, which will allow educators to become more adept at using behavioral assessments and developing individualized support plans.
Whitney, T., & Ackerman, K. B. (2020). Acknowledging student behavior: A review of methods promoting positive and constructive feedback. Beyond Behavior, 29(2), 86–94. https://doi.org/10.1177/1074295620902474
This article provides a list of positive reinforcement strategies and how they can be implemented in the classroom, paying particular attention to students who exhibit challenging behaviors related to disorders.
Online Resources
Center on Positive Behavioral Interventions and Supports (PBIS) http://www.pbis.org/
This site is hosted by the Office of Special Education Programs (OSEP) and provides a wealth of positive behavior interventions and supports. Useful information on this website includes the System-Wide Evaluation Tool (SET), School-Wide Positive Behavioral Interventions & Supports (SWPBIS) Blueprint, Effective Behavior Support (EBS) Self-Assessment Survey, and EBS Checklist. Additionally, there are links to information on functional behavioral assessments.
Department of Special Education. (n.d.). Antecedent interventions. University of Kansas. https://specialconnections.ku.edu/behavior_plans/positive_behavior_support_interventions/teacher_tools/antecedent_interventions
This page reviews strategies that can be used to address challenging behavior after antecedents have been identified and after behavioral assessments have been conducted. Strategies include eliminating the antecedent, modifying the content to prevent problem behavior, and changing the presentation of instruction.
Reinke, W. M. (n.d.). Strategy: Using precorrection. Double Check. https://doublecheckcoaching.org/using-precorrection/
This page provides an overview of precorrection that addresses not only what the strategy is but when and how it should be used. Additional resources are also listed, including an example video as well as PDFs that can be downloaded and filled out.
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Audio Engineer Media specialist/technical support Media All other media and images courtesy the IRIS Center. Expert Interviews |
Acknowledgements
The IRIS Center would like to thank the student actors and their parents for their contributions to the behavior vignettes and photos in this module.
When you are ready, proceed to the Wrap Up section.
