Conducting School-Based Functional Behavioral Assessments, Second Edition: A Practitioner's Guide(The Guilford Practical Intervention in the Schools Series)

Explaining the "whats," "whys," and "how-tos" of functional behavioral assessment, this practical and engaging book is packed with real-world tools and examples. Effective procedures are presented for evaluating challenging behavior in K–12 students, organizing assessment data, and using the results to craft individualized behavior support plans. The authors draw on extensive school-based experience to provide sample reports, decision trees, and reproducible checklists and forms–all in a large-size format with lay-flat binding to facilitate photocopying. Purchasers also get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman. New to This Edition *Revised throughout to reflect significant advances in the field. *Provides an updated conceptual model for understanding behavior. *Three new chapters cover brief functional analysis, behavior-analytic problem solving, and direct behavioral consultation. *Fully updated coverage of legal issues under IDEIA. *Includes revised forms and sample reports.

Table of Contents:
1. Introduction to Functional Behavioral Assessment 2. Genesis of Functional Behavioral Assessment 3. Legal Aspects of Functional Behavioral Assessment 4. Everything You Always Wanted to Know about the Conceptual Foundations of Functional Behavioral Assessments…but Were Afraid to Ask: Or, Basic Principles of Functional Behavioral Assessment 5. Key Elements of Functional Behavioral Assessment 6. Observing and Recording Behavior 7. Indirect Functional Behavioral Assessment 8. Direct Descriptive Functional Behavioral Assessment 9. Brief Functional Analysis of Behavior 10. Behavior-Analytic Problem-Solving Model 11. Function-Based Interventions 12. Sample Functional Behavioral Assessment Reports 13. Direct Behavioral Consultation: Or, “How Do We Get People to Implement Interventions Accurately and Consistently?”

About the Author :
Mark W. Steege, PhD, is Professor of School Psychology at the University of Southern Maine. Dr. Steege completed his graduate training in school psychology at the University of Iowa in 1986. He is a licensed psychologist, nationally certified school psychologist, and board-certified behavior analyst. He has written numerous original research articles, book chapters, and two books on functional behavioral assessment. Dr. Steege has served several terms as a member of the editorial boards of the Journal of Applied Behavior Analysis and School Psychology Review and is presently associate editor of the Journal of Evidence-Based Practices for Schools. His primary research interests are the application of applied behavior analysis in the assessment and treatment of interfering behaviors with persons with developmental disabilities. T. Steuart Watson, PhD, is Professor and Chair of the Department of Educational Psychology at Miami University in Oxford, Ohio. Dr. Watson graduated from the University of Nebraska-Lincoln in 1991, with a doctorate in school psychology and a minor in applied behavior analysis. He was awarded the Lightner Witmer Award from Division 16 of the American Psychological Association for outstanding research contributions by a young scholar. Dr. Watson is coeditor of the Journal of Evidence-Based Practices for Schools. He has written numerous articles, books, and book chapters. His research focuses on evaluating the effects of external reinforcers on motivation, direct behavioral consultation, improving the effectiveness and efficiency of behavioral interventions, promoting treatment integrity, functional assessment methodologies, and investigating the effects of olfactory stimuli on learning.

Review :
"This comprehensive guide for school psychologists and behavior analysts addresses a wide range of critical topics. The authors' commitment to sharing strategies for brief as well as more intensive approaches is critical to school settings that may lack resources and personnel for conducting functional behavioral assessments (FBAs). I really appreciate the wealth of information in this book." - Don Kincaid, Florida Positive Behavior Support Project, University of South Florida, USA "Steege and Watson successfully meet their goal of helping school-based practitioners conduct FBAs that are both legally defensible and grounded in best practices. The authors clearly and concisely explain the principles of FBA, the research base supporting its use in the school setting, and practitioners' obligations under IDEIA. The inclusion of numerous case examples, sample reports, and practical tools makes this second edition a valuable resource." - Marie C. McGrath, Department of Graduate Psychology, Immaculata University, USA "I like this book and plan to use it in my Positive Behavior Support class. It offers comprehensive, A-to-Z coverage of FBA and its role in providing function-based supports to students whose behavior impedes their responsiveness to educational interventions. It is written in a colorful, lighthearted style, with lots of examples and useful forms. I recommend this book to anyone who teaches preservice classes on FBA or provides ongoing professional development to master's-level classroom teachers." - Wayne Sailor, Department of Special Education and Associate Director, Beach Center on Disability, University of Kansas, USA "I have assigned the first edition of this text in my graduate courses for the past four years. Students have commented on how helpful it is for learning FBA procedures and applying them in their field sites. Alumni also report returning to the book when they are practicing in the field. I am eager to share the updated second edition with my students." - Jessica Blom-Hoffman, Department of Counseling and Applied Educational Psychology, Northeastern University, USA