Journal article
Intervention selection profile-function: An examination of decisional accuracy relative to traditional FBA data
School psychology, Vol.38(2), pp.110-118
03/01/2023
DOI: 10.1037/spq0000524
PMID: 36521127
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. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
Details
- Title: Subtitle
- Intervention selection profile-function: An examination of decisional accuracy relative to traditional FBA data
- Creators
- Katie Eklund - School Psychology ProgramStephen P Kilgus - School Psychology ProgramMiranda Zahn - School Psychology ProgramNathaniel P von der Embse - School Psychology ProgramJessica Willenbrink - School Psychology ProgramElizabeth Davis - School Psychology ProgramTeagan Twombly - School Psychology Program
- Resource Type
- Journal article
- Publication Details
- School psychology, Vol.38(2), pp.110-118
- Publisher
- Educational Publishing Foundation-American Psychological Assoc
- DOI
- 10.1037/spq0000524
- PMID
- 36521127
- ISSN
- 2578-4218
- eISSN
- 2578-4226
- Grant note
- US Department of Education; Institute of Education Sciences
- Language
- English
- Date published
- 03/01/2023
- Academic Unit
- Psychological and Quantitative Foundations
- Record Identifier
- 9984701830102771
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