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The study examines how hypotheses from common FBA approaches—interview, rating scale, and direct observation—match hypotheses derived from FA trials. Results from a multiphase descriptive design show behavioral-expert school personnel generated FBA hypotheses later confirmed by independent review and largely aligned with FA outcomes. Findings inform field practice and future research needs.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-comparison-of-functional-behavioral-assessment-and-functional-analysis-methodology-among-students-with-mild-disabilities/594628/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-comparison-of-functional-behavioral-assessment-and-functional-analysis-methodology-among-students-with-mild-disabilities/594628.png","ImageObject",300,407,{"name":92,"@type":93},"Ben ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does FBA and FA assume about challenging behavior?","Question",{"text":112,"@type":113},"Both approaches assume challenging behavior is functionally related to environmental events and is maintained by either access to reinforcing outcomes or escape/avoidance of aversive stimuli.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the study compare FBA hypotheses with FA hypotheses?",{"text":117,"@type":113},"The study evaluated whether hypotheses generated by common FBA strategies (interview, rating scale, direct observation) align with hypotheses produced through FA trials.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings from the multiphase descriptive study?",{"text":121,"@type":113},"Behavioral-expert school personnel generated FBA hypotheses that were later confirmed by independent review and largely aligned with FA outcomes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594628,1792452840,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},2336478951081,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","A Comparison of Functional Behavioral Assessment and Functional Analysis Methodology among Students with  \nMild Disabilities  \nTimothy J. Lewis, Barbara S. Mitchell, Kristin Harvey, Ambra Green, and  \nJennifer McKenzie  \nUniversity of Missouri  \nABSTRACT: Functional behavioral assessment (FBA) and functional analyses (FA) are grounded in the applied behavior analysis principle that posits problem behavior is functionally related to the environment in which it occurs and is maintained by either providing access to reinforcing outcomes or allowing the individual to avoid or escape that which they find aversive. Previous research has pointed to the limitations across FBA methodologies in comparison to the direct experimental trials used in FA. The purpose of this study was to evaluate the degree to which hypotheses generated by common FBA strategies (i.e., interview, rating scale, and direct observation) match hypotheses generated through FA trials. Results of a multiphase descriptive study indicated that traditional school personnel with behavioral expertise were able to generate FBA hypotheses that were later confirmed by independent review and largely aligned with FA outcomes. The impact of the findings for the field and implications for future research and practice are discussed.  \n▪ In their seminal article, Baer, Wolf, and Risley (1968) outlined the interconnectedness and functional relationships between an individual’s behavior and environmental events that precede and follow. However, at that time, behavioral interventions for significant challenging behavior largely remained focused on the“form” of the problem behavior and intervention strategies consisted of reinforcing appropriate behavior and punishing inappropriate behavior. In the late 1970s and early 1980s, researchers began to shift their focus from the form of problem behavior to the “function” the problem behavior served for the individual (Carr, 1977; Carr & Durand, 1985; Iwata, Dorsey, Slifer, Bauman, & Richman, 1982) . Early research demonstrated that by (a) identifying what occasions and/or what maintains problem behavior (i.e., the function of the problem behavior) and then teaching an appropriate replacement behavior that more efficiently accesses the same or similar outcomes as the problem behavior and (b) altering the environment to withhold reinforcement that was maintaining the problem behavior, problem behavior can be significantly reduced (Carr & Durand, 1985) . Three possible functions of problem behavior have been empirically validated: (a) access external reinforcing stimuli, (b) avoid aversive stimuli, and (c) access automatic or  \nsensory reinforcing stimuli (Conroy & Stichter, 2003) . Throughout the 1980s and early into the 1990s, the majority of research on functional behavioral assessment (FBA), functional analysis (FA), and functional communication training was conducted within clinical settings with young adults with significant disabilities (Blakeslee, Sugai, & Gruba, 1994; Nelson, Roberts, Mathur, & Rutherford, 1999) .  \nAs the evidence base supporting FBA/FA to determine function-based interventions grew within the literature on low-incidence disabilities, research on FBA/FA extended to school, home, and other settings (Lalli, Browder, Mace, & Brown, 1993; Northup et al., 1995), as well as to students with and at risk for highincidence disabilities (Kamps et al., 1995; Kern, Childs, Dunlap, Clarke, & Falk, 1994; Lewis & Sugai, 1996a, 1996b; Umbreit, 1995) in the early 1990s. The reauthorization of the Individuals with Disabilities Education Act (IDEA) in 1997, which included regulatory language mandating an FBA be conducted to develop a behavior intervention plan (BIP) if a child with a disability is suspended from school beyond 10 days, brought forth a rapid increase in research within school settings among students with mild disabilities (Dunlap et al., 2006; Fox & Davis, 2005; Scott & Kamps, 2007) . Shortly after the 1997 IDEA regulat","cbCaif48OzBF29sz","https://ap.wps.com/l/cbCaif48OzBF29sz","pdf",316986,16,"English","# Background and rationale\n## Shift from form to function\n## Validated functions of problem behavior\n# Growth of FBA/FA research across settings\n## Expansion from clinical to school and home\n## IDEA 1997 and school-based research\n# Evidence and practice implications\n## Consensus gaps on minimal FBA/FA features\n## Role of functional analysis\n# Study purpose and outcomes\n## Comparing FBA strategies with FA trials","[{\"question\":\"What does FBA and FA assume about challenging behavior?\",\"answer\":\"Both approaches assume challenging behavior is functionally related to environmental events and is maintained by either access to reinforcing outcomes or escape/avoidance of aversive stimuli.\"},{\"question\":\"How did the study compare FBA hypotheses with FA hypotheses?\",\"answer\":\"The study evaluated whether hypotheses generated by common FBA strategies (interview, rating scale, direct observation) align with hypotheses produced through FA trials.\"},{\"question\":\"What were the main findings from the multiphase descriptive study?\",\"answer\":\"Behavioral-expert school personnel generated FBA hypotheses that were later confirmed by independent review and largely aligned with FA outcomes.\"}]","A Comparison of Functional Behavioral Assessment and Functional Analysis Methodology among Students with Mild Disabilities | PDF",1792079521]