An Examination of the Evidence Base for Function-Based Interventions for Students with Emotional and/or Behavioral Disorders Attending Middle and High Schools

Abstract

The authors field-tested the core quality indicators and standards for evidence-based practices for single-case design studies developed by Homer and colleagues (2005) by applying them to the literature exploring functional assessment-based interventions conducted with secondary-age students with emotional and/or behavioral disorders (EBD). First, we evaluated this knowledge base by applying the indicators to determine if the studies identified (n = 12) were of acceptable methodological quality. Second, we analyzed studies meeting the recommended quality indicators to determine whether function-based interventions with students with EBD might be considered an evidence-based practice. Results reveal that only 1 study addressed all proposed quality indicators, suggesting that function-based interventions are not yet an evidence-based practice for this population per these indicators and standards. Limitations and recommendations are posed.