Brief functional analysis and intervention based assessment: Are both effective in determining behavioral interventions for students?

Abstract

The effectiveness of determining the hypothesized function of problem behavior was examined through a brief functional analysis (BFA) and intervention based assessment (IBA). The students exhibiting problem behavior were assessed using both of these procedures. The hypothesized functions determined the function-based interventions. These interventions were implemented in an alternating treatments design to compare the two behavioral assessment methods for each participant. The effectiveness and efficiency of conducting an IBA compared to a BFA in a school is discussed.