Functional assessment with a student with autism in a special education setting

Abstract

This study uses the functional behavior assessment (FBA) process for schools suggested by Crone and Horner (2003) to develop a function based intervention for a fourth grade student with autism in a special education setting, contributing to the literature by expanding on functional analysis (FA) technology in the classroom and demonstrating a decision-making process for FBA and FA. FBA interview and direct observation were used to develop a written schedule intervention. Student engagement and compliance increased and teacher prompts decreased. FA conducted in the classroom confirmed the hypothesized functions of behavior and supported the use of the written schedule intervention. The need for future research in the use of the FBA process in schools is discussed.