Intervention Selection Profile-Function: An Examination of Decisional Accuracy Relative to Traditional FBA Data

Autor/inn/en	Eklund, Katie; Kilgus, Stephen P.; Zahn, Miranda; von der Embse, Nathaniel P.; Willenbrink, Jessica; Davis, Elizabeth; Twombly, Teagan
Titel	Intervention Selection Profile-Function: An Examination of Decisional Accuracy Relative to Traditional FBA Data
Quelle	In: School Psychology, 38 (2023) 2, S.110-118 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kilgus, Stephen P.) ORCID (von der Embse, Nathaniel P.) ORCID (Willenbrink, Jessica) ORCID (Davis, Elizabeth) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000524
Schlagwörter	Functional Behavioral Assessment; Intervention; Behavior Rating Scales; Student Behavior; Behavior Problems; Elementary School Students; Positive Behavior Supports; School Psychologists; Accuracy; Arizona; California; Colorado; Connecticut; Maryland; Wisconsin + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Kalifornien
Abstract	The purpose of this study was to examine the accuracy of function-based decisions made in consideration of scores from the Intervention Selection Profile--Function (ISP-Function), a tool founded upon direct behavior rating (DBR) methodology. The ISP-Function is designed to be a brief measure, given the need for efficient and low-resource assessments in schools. Data from a previous investigation were used to create data reports for each of 34 elementary students with a history of exhibiting disruptive behavior in the classroom. The first report summarized ISP-Function data that the student's classroom teacher collected. The second report was representative of more typical functional behavior assessment (FBA), summarizing data collected via a functional assessment interview with the teacher, as well as systematic direct observation data. Nine school psychologists conducted blind reviews of these reports and derived decisions regarding the function of each student's behavior (e.g., adult attention or escape/avoidance). Gwet's agreement coefficients were statistically significant and suggested fair to almost perfect correspondence between ISP-Function and FBA reports. Limitations and implications for practice are discussed herein. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01