Resources

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

Hanley, G. P. (2009). Open-ended functional assessment interview [database record]. APA PsycTests. https://doi.org/10.1037/t24967-000

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

Iwata, B. A., DeLeon, S. G., & Roscoe, E. M. (2013). Reliability and validity of the Functional Analysis Screening Tool. Journal of Applied Behavior Analysis, 46(1), 271–284. https://doi.org/10.1002/jaba.31 

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

Kern, L., Dunlap, G., Clarke, S., & Childs, K. E. (1994). Student-assisted functional assessment interview. Assessment for Effective Intervention, 19(2–3), 29–39. https://doi.org/10.1177/073724779401900203

Lewis, T. J., Scott, T. M., & Sugai, G. (1994). The problem behavior questionnaire: A teacher-based instrument to develop functional hypotheses of problem behavior in general education classrooms. Diagnostique, 19(203), 103–115. https://arbss.org/wp-content/uploads/2020/10/Problem-Behavior-Questionnaire-PBQ-Lewis-et-al.-1994.pdf

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

McMahon, S. D., Peist, E., Davis, J. O., Bare, K., Martinez, A., Reddy, L. A., Espelage, D. L., & Anderman, E. M. (2020). Physical aggression toward teachers: Antecedents, behaviors, and consequences. Aggressive Behavior, 46(1), 116–126. https://doi.org/10.1002/ab.21870

In this study, the ABC model is used to examine why students expressed physical aggression toward teachers and the consequences students received. It discusses why analyzing behavior is essential for preventing violence and why implementing effective interventions is crucial when physical aggression occurs. 

Bambara, L. M., & Kern, L. (2021). Individualized supports for students with problem behaviors: Designing positive behavior plans (2nd ed.). Guilford Press. https://www.guilford.com/books/Individualized-Supports-for-Students-with-Problem-Behaviors/Bambara-Kern/9781462545810

This book explores the use of a team-based approach to conduct an FBA. It includes information on measuring behavior, examining antecedents and consequences, identifying the potential function of the challenging behavior, and creating hypothesis statements.

Carr, R. N. (2023). Applied behavior analysis in schools: Realistic implementation of evidence-based interventions by teachers (1st ed.). Routledge. https://doi.org/10.4324/9781003522584

This book includes information on strategies to address challenging behavior, in addition to chapters on measuring student behavior and conducting functional behavioral assessments.

Chafouleas, S., Johnson, A. H., Riley-Tillman, T. C., & Iovino, E. A. (2021). School-based behavioral assessment: Informing prevention and intervention (2nd ed.). Guilford Press. https://www.guilford.com/books/School-Based-Behavioral-Assessment/Chafouleas-Johnson-Riley-Tillman-Iovino/9781462545254

This book discusses using screening measures, progress monitoring, and diagnostic assessment to identify students who need behavioral support or intervention. It explicitly describes data collection methods (e.g., systematic direct observation, direct behavior ratings, and rating scales) and how to use the data to make decisions. In addition, it includes case-based examples and a variety of checklists and forms that can be used to collect data, such as a behavioral occurrence scatterplot, a time sampling recording form for on-task/off-task behavior, and a direct behavior rating form.

Tincani, M. (2022). Preventing challenging behavior in your classroom: Classroom management and positive behavior support (2nd ed.). Routledge. https://doi.org/10.4324/9781003237228

This book offers realistic examples and practical strategies to prevent challenging behavior and support students’ learning. It includes a chapter on functional behavioral assessment, which describes how to identify why students engage in challenging behaviors, outlines the steps for conducting an FBA, and explains how it can inform behavioral intervention plans).

Center on Positive Behavioral Interventions and Supports. (2022). Tier 3 comprehensive functional behavior assessment (FBA) guide. U.S. Department of Education, Office of Special Education Programs and Office of Elementary and Secondary Education. https://cdn.prod.website-files.com/5d3725188825e071f1670246/61fda7bcc5646e5e20ea845f_Tier%203%20Comprehensive%20Functional%20Behavior%20Assessment%20(FBA)%20Guide.pdf

This resource offers guidance on forming a team to conduct a functional behavioral assessment. It also provides information on how to identify and define challenging behaviors, prioritize a behavior to address, collect data on the behavior, and create a hypothesis statement.

Pennsylvania Department of Education. (2016). Functional behavior assessment (FBA) process. Bureau of Special Education, Pennsylvania Training and Technical Assistance Network. https://www.pattan.net/getmedia/eca12015-858b-4448-962d-753816d71e20/FBA_ProcessBklt0516

This resource focuses on conducting functional behavioral assessments for students with disabilities as part of their evaluation or reevaluation process. It contains an interview protocol for individuals who have observed the student’s behavior, directions for conducting a direct observation, and a form to summarize data collected through interviews and direct observations and to record a hypothesis statement.

Sam, A., & AFIRM Team. (2024). Evidence-based practice brief packet: Functional behavior assessment. UNC Frank Porter Graham Child Development Institute. https://afirm.fpg.unc.edu/wp-content/uploads/Functional-Behavior-Assessment-Brief-Packet-Sam-AFIRM-Team-Updated-2024.pdf

This resource, which was developed for use with children and students with autism, contains various data collection forms that can be used when conducting functional behavioral assessments. These include ABC, scatterplot, event sampling, frequency, duration, and replacement behavior forms, in addition to a hypothesis statement checklist. There is also a step-by-step guide on how to plan for an FBA, conduct it, and analyze the data to develop a hypothesis statement and a behavioral intervention plan.