Methodological Issues in Functional Analysis: Generalizability to Other Disability Groups

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Abstract
Functional assessment is now required for some students under the Individuals with Disabilities Education Act (IDEA) reauthorization provisions to assist in the identification of positive behavioral intervention plans and supports. Functional analysis, the approach to functional assessment that is used to identify the causes of behavior and facilitate the development of such plans, has an extensive history in behavioral theory and practice. However, four methodological issues should be resolved before the field can adopt functional analysis as standard practice in the schools: (1) client characteristics, (2) response classes, (3) analog assessments, and (4) criteria for determining behavioral function. At this time, most of what we know about functional analysis of behavior is based on research with self-injurious behavior conducted with clients having severe and profound mental retardation. Until these methodological issues have been resolved, we must question the use of this technique as outlined in the 1997 amendments to IDEA.

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