Frequency and quality of the implementation of functional behavioral assessments as reported by educators.

The research investigation reported herein examined the quality and experience of the functional behavioral assessment (FBA) process as reported by educators working with students with emotional/behavioral disorders (EBD). The data accrued is based on a 30-item survey and participant telephone interviews examined the overall knowledge of the FBA process by educators and their general experience when conducting a FBA, specifically the procedural timeline, types of education professionals involved, and typical outcomes and results. Survey responses indicated two common barriers in the FBA implementation which often inhibit best practice: lack of true collaborative teamwork and insufficient communication among FBA team members. Survey responses also indicated a level of statistical significance from education professionals working in elementary school settings who self-rated positively higher when conducting a FBA than those education professionals working on either a secondary or special campus. Additionally, participant interviews indicated a growing awareness of the advantages of using the FBA as an early intervention process when dealing with challenging behaviors