This comprehensive guide to conducting school-based functional behavioral assessments provides an overview of the history and current status of FBA procedures, a review of relevant ethical and professional standards, and a comprehensive discussion of the foundations of applied behavior analysis, as well as a thorough discussion of the influence of executive skills, medical conditions, emotions, and thoughts on behavior. The types and details of FBA procedures are thoroughly defined and discussed. Additionally, the core procedures of FBA are defined and expanded upon by including strategies for identifying effective reinforcers and designing and evaluating the effectiveness of function-based interventions (i.e., conducting treatment analyses as part of the assessment process).
This course is based on the book, Conducting School-Based Functional Behavioral Assessments: A Practitioner’s Guide created by Mark W. Steege, PhD, NCSP, BCBA-D, et al. in 2019.
Publication Date
Third Edition (The Guilford Press) 2019
Course Material Authors
Course Material Authors authored the material only, and were not involved in creating this CE course. They are identified here for your own evaluation of the relevancy of the material this course is based on.
Mark W. Steege, PhD, NCSP, BCBA-D
Mark W. Steege, PhD, NCSP, BCBA-D, is Professor of Educational and School Psychology at the University of Southern Maine. He has written numerous research articles, book chapters, and books on functional behavioral assessment and response to intervention. Dr. Steege’s primary research interests are the application of applied behavior analysis in the assessment and treatment of interfering behaviors with persons with developmental disabilities. He has served on the editorial boards of the Journal of Applied Behavior Analysis, School Psychology Review, and Journal of Evidence-Based Practices for Schools.
Jamie L. Pratt, PsyD, BCBA-D
Jamie L. Pratt, PsyD, BCBA-D, is Assistant Professor and Chair of Educational and School Psychology at the University of Southern Maine. She coauthored several articles and book chapters on behavioral assessment and intervention and provides assessment, intervention, and consultation services for school-age children with developmental, emotional, and behavioral disorders. Dr. Pratt’s primary research interests are in extending behavior-analytic assessment and intervention methods to improve outcomes for children.
Garry Wickerd, PhD, NCSP, BCBA
Garry Wickerd, PhD, NCSP, BCBA, is Assistant Professor of Educational and School Psychology at the University of Southern Maine. He has coauthored several behavioral research publications and serves on the editorial board of School Psychology Forum. Dr. Wickerd’s primary research interests are behavioral measurement and assessment validity.
Richard Guare, PhD, BCBA
Richard Guare, PhD, BCBA, is Director of the Center for Learning and Attention Disorders in Portsmouth, New Hampshire. His research and publications focus on the understanding and treatment of learning and attention difficulties. Dr. Guare frequently consults to schools and agencies. He is coauthor of bestselling books for general readers, including Smart but Scattered, Smart but Scattered Teens, Smart but Scattered—and Stalled (with a focus on emerging adults), and The Smart but Scattered Guide to Success (with a focus on adults). Dr. Guare is also coauthor of The Work-Smart Academic Planner, Revised Edition, and books for professionals including Executive Skills in Children and Adolescents, Third Edition.
T. Steuart Watson, PhD
T. Steuart Watson, PhD, retired in 2011 from Miami University, where he was Professor in the Department of Educational Psychology. He is a recipient of the Lightner Witmer Award from Division 16 (School Psychology) of the American Psychological Association. Dr. Watson is a former coeditor of the Journal of Evidence-Based Practices for Schools, and he has written numerous articles, books, and book chapters on behavioral interventions, functional assessment, and the application of behavioral principles in school settings. His research has focused on evaluating the effects of external reinforcers on motivation, direct behavioral consultation, improving the effectiveness and efficiency of behavioral interventions, promoting treatment integrity, functional assessment methodologies, and investigating the effects of olfactory stimuli on learning.
Anna Hollis, Ph.D., NCSP, is a nationally certified school psychologist currently living near Detroit, Michigan. She is licensed as a psychologist in 2 states (Michigan and South Carolina) and certified as a school psychologist in in 5 states (South Carolina, Michigan, Vermont, Pennsylvania, and Maryland). She is a member of the American Psychological Association (APA); the National Association of School Psychologists (NASP); the Michigan Association of School Psychologists (MASP); and the Association for Contextual Behavioral Science (ACBS). Dr. Hollis obtained her Ph.D. in School Psychology from the University of South Carolina. Her professional interests include Acceptance and Commitment Therapy (ACT); Positive Psychology; Trauma-Informed Practice; and Urban School Psychology.
Recommended For
This course is recommended for school-based mental health and related professionals who are seeking additional knowledge about conducting school-based functional behavioral assessment. This advanced course is appropriate for school-based mental health professionals who are involved with the functional behavioral analysis process, including school psychologists; school counselors; school social workers; behavior interventionists; school nurses; administrators; and special education professionals.
Course Objectives:
After taking this course, you should be able to:
Define Functional Behavioral Assessment (FBA); describe and discuss the history and current status of FBA procedures; and identify the relevant professional standards and ethical considerations in conducting FBAs.
Describe and discuss the influence of executive skills, medical conditions, emotions, and thoughts on behavior.
Define and discuss specific FBA terminology, processes, methods, and procedures.
Identify and discuss strategies for identifying effective interventions, and for designing and evaluating the effectiveness of function-based interventions.
Availability
This course is available starting Aug 8th, 2019 and expires Jan 4th, 2029
Disclosure to Learners
Disclosure of Relevant Financial Relationships
CE Learning Systems adheres to the ACCME's Standards for Integrity and Independence in Accredited
Continuing Medical Education. Any individuals in a position to control the content of a CE activity –
including faculty, planners, reviewers, or others ― are required to disclose all relevant financial
relationships with ineligible entities (formerly known as commercial interests).
The following relevant financial relationships have been disclosed by this activity's planners, faculty, and
the reviewer:
Planners and Reviewers
The planners of this activity have reported that they have no relevant financial relationships.
Material Authors
There are no known relevant financial relationships to disclose.
Course Creator
Anna Lynn Hollis, Ph.D., School Psychologist – No relevant financial relationships.
Commercial support
There is no commercial support for this distance-learning course.
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