[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-586441-105":59,"doc-detail-586441-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","intensive-intervention-practice-guide-school-based-functional-analysis","Intensive Intervention Practice Guide - School-Based Functional Analysis","","Intensive Intervention Practice Guide: School-Based Functional Analysis provides educators with an applied behavior analysis (ABA)–based framework for understanding challenging behavior in school settings. It explains functional analysis (FA) as the scientific study of how environmental variables shape behavior, helping practitioners identify whether behaviors serve functions such as attention, escape, tangible reinforcement, or sensory/automatic reinforcement. The guide outlines how to conduct FA with school psychologists or specialists and how this supports designing function-based interventions and improving teacher decision-making.",{"@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":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/intensive-intervention-practice-guide-school-based-functional-analysis/586441/",{"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/intensive-intervention-practice-guide-school-based-functional-analysis/586441.png","ImageObject",300,407,{"name":92,"@type":93},"Quinn Holloway","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is functional analysis (FA) in this practice guide?","Question",{"text":112,"@type":113},"FA is presented as a method rooted in ABA that studies how environmental factors affect behavior. 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Changes in behavior across conditions help infer which consequences maintain the behavior.","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},586441,1792114193,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"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":145},2336474466712,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Intensive Intervention Practice Guide: School-Based Functional Analysis  \nBrittany Pennington, University of Minnesota Elizabeth A. Pokorski, Vanderbilt University Skip Kumm, University of Illinois at Chicago  \nBrittany I. Sterrett, Virginia Commonwealth University  \nIntensive Intervention Practice Guide: School-Based Functional Analysis  \nThis project was supported in part by Grant H325H140001 from the U.S. Department of Education, Office of Special Education Programs (OSEP) . Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education, and no official endorsement by it should be inferred.  \nThis product is public domain. Authorization to reproduce it in whole or in part is granted. Although permission to reprint this publication is not necessary, the citation should be: Pennington, B. , Pokorski, E.A. , Kumm, S. , & Sterrett, B. I. (2017) . Practice Guide: School-Based Functional Analysis. Washington, DC: US Department of Education, Office of Special Education Programs.  \nIntensive Intervention Practice Guide: School-Based Functional Analysis  \nContents  \nWhat is it? .......................................................................................... 4  \nFor whom is it intended? ................................................................... 4  \nHow does it work? ............................................................................. 5  \nHow adequate is the research knowledge base? ............................ 7  \nHow effective and practical is it? ...................................................... 7  \nWhere can I learn more? ................................................................... 8  \nWhat questions remain? ................................................................... 8  \nReferences ......................................................................................... 9  \nTable 1. Functions of Problem Behaviors ......................................... 11  \nFigure 1. An example of an FA for aggression indicating attention and escape as functions of behavior................................ 11  \nIntensive Intervention Practice Guide: School-Based Functional Analysis  \nWhat is it?  \nChallenging behavior is prevalent in school settings, and addressing it in the classroom is a pressing concern for teachers (Ducharme & Shecter, 2011) . Students who engage in challenging behavior are likely to struggle academically and to experience poor post-secondary outcomes; however, many teachers report lacking the knowledge and preparation to manage challenging behavior (Stormont, Reinke, & Herman, 2011; Coggshall, Bivona, & Reschly, 2012). Applying strategies to assess and treat challenging behaviors, such as functional analysis (FA), is oneway to help students struggling with challenging behavior while increasing teacher confidence and expertise. Rooted in Applied Behavior Analysis (ABA), FA is the scientific study of how the environment affects behavior. Students’ persistent challenging behaviors—like aggression, noncompliance, or inappropriate vocalizations—serve a function, like communicating a want or need or producing a desirable outcome for the student. Applied behavior analysts identify four main functions of behavior: attention, escape, tangible reinforcement, and sensory/automatic reinforcement (Cooper, Heron, & Heward, 2007; see Table 1 for examples of each function) . In some cases, challenging behaviors have a single function, but in others, challenging behaviors have multiple functions.  \nWhen practitioners understand why students engage in challenging behavior they can design a function-based intervention to decrease challenging behavior and increase appropriate behavior. While teachers may hypothesize the function of a behavior from simple observation, it is hard to determine the function of a behavior through observation alone. For example, a student’s challenging behavior might be followed by attention from the ","cbCaiuAMtHktn7al","https://ap.wps.com/l/cbCaiuAMtHktn7al","pdf",764795,11,"English","# What is it?\n## For whom is it intended?\n## How does it work?\n## How adequate is the research knowledge base?\n## How effective and practical is it?\n## Where can I learn more?\n## What questions remain?\n# References\n# Table 1. Functions of Problem Behaviors\n# Figure 1. An example of an FA for aggression indicating attention and escape as functions of behavior","[{\"question\":\"What is functional analysis (FA) in this practice guide?\",\"answer\":\"FA is presented as a method rooted in ABA that studies how environmental factors affect behavior. It helps identify the function(s) of challenging behaviors in students.\"},{\"question\":\"For whom is school-based functional analysis intended?\",\"answer\":\"The guide explains that FA use expanded beyond clinic settings and is applied in schools, homes, and residential settings for students with both severe and less severe challenging behaviors.\"},{\"question\":\"How does the FA process work in practice?\",\"answer\":\"Practitioners compare consequence conditions following a specific target behavior with control conditions where the behavior typically does not occur. Changes in behavior across conditions help infer which consequences maintain the behavior.\"}]","Intensive Intervention Practice Guide - School-Based Functional Analysis | PDF",1792057923,28]