Abstract

For several decades, researchers have explored the efficacy of functional behavior assessments. Recent research has called for greater understanding of how student involvement may improve the functional behavior assessment. This may be particularly important in high school settings, because high school environments are often larger and more complex. The purpose of this study was to investigate the reliability of high school student responses to functional assessment interviews. Participants were ten special education teachers and their intervention specialists. Teachers and students were interviewed using a functional assessment interview to determine antecedents, behaviors, and consequences that commonly occurred at school. Then, the researcher collected direct observation data to determine whether the reported behaviors were verified through direct observation. Results indicated extremely low reliability coefficients for antecedent, behavior, and consequences as reported by the dyads. However, unique student responses were verified through direct observation for each of these variables, suggesting students report accurate information that may improve the efficacy of their functional behavior assessment. Authors discuss implications for research and practice.

摘要

几十年来，研究人员一直在探索功能行为评估的功效。最近的研究要求对学生的参与如何改善功能行为评估有更深入的了解。这在高中环境中尤其重要，因为高中环境通常更大且更复杂。这项研究的目的是调查高中学生对功能评估访谈的反应的可靠性。参加者有十名特殊教育老师及其干预专家。使用功能评估访谈对教师和学生进行访谈，以确定在学校通常发生的前因，行为和后果。然后，研究人员收集了直接观察数据，以确定所报告的行为是否通过直接观察得到了验证。结果表明，如前者所报道的，前因，行为和后果的可靠性系数极低。但是，通过直接观察这些变量中的每一个，都可以验证学生的独特反应，这表明学生报告的准确信息可能会改善其功能行为评估的效率。作者讨论了对研究和实践的意义。建议学生报告准确的信息，以提高其功能行为评估的效率。作者讨论了对研究和实践的意义。建议学生报告准确的信息，以提高其功能行为评估的效率。作者讨论了对研究和实践的意义。