ebook THE GUILFORD PRESS Conducting School-Based Functional Behavioral Assessments The Guilford Practical Intervention in the Schools Series Kenneth W. Merrell, Founding Editor T. Chris Riley-Tillman, Series Editor www.guilford.com/practical This series presents the most reader-friendly resources available in key areas of evidence-based practice in school settings. Practitioners will find trustworthy guides on effective behavioral, mental health, and academic interventions, and assessment and measurement approaches. Covering all aspects of planning, implementing, and evaluating high-quality services for students, books in the series are carefully crafted for everyday utility. Features include ready-to-use reproducibles, lay-flat binding to facilitate photocopying, appealing visual ele- ments, and an oversized format. Recent titles have Web pages where purchasers can download and print the reproducible materials. Recent Volumes Promoting Student Happiness: Positive Psychology Interventions in Schools Shannon M. Suldo Effective Math Interventions: A Guide to Improving Whole-Number Knowledge Robin S. Codding, Robert J. Volpe, and Brian C. Poncy Emotional and Behavioral Problems of Young Children, Second Edition: Effective Interventions in the Preschool and Kindergarten Years Melissa L. Holland, Jessica Malmberg, and Gretchen Gimpel Peacock Group Interventions in Schools: A Guide for Practitioners Jennifer P. Keperling, Wendy M. Reinke, Dana Marchese, and Nicholas Ialongo Transforming Schools: A Problem-Solving Approach to School Change Rachel Cohen Losoff and Kelly Broxterman Evidence-Based Strategies for Effective Classroom Management David M. Hulac and Amy M. Briesch School-Based Observation: A Practical Guide to Assessing Student Behavior Amy M. Briesch, Robert J. Volpe, and Randy G. Floyd Helping Students Overcome Social Anxiety: Skills for Academic and Social Success (SASS) Carrie Masia Warner, Daniela Colognori, and Chelsea Lynch Executive Skills in Children and Adolescents, Third Edition: A Practical Guide to Assessment and Intervention Peg Dawson and Richard Guare Effective Universal Instruction: An Action-Oriented Approach to Improving Tier 1 Kimberly Gibbons, Sarah Brown, and Bradley C. Niebling Supporting Successful Interventions in Schools: Tools to Plan, Evaluate, and Sustain Effective Implementation Lisa M. Hagermoser Sanetti and Melissa A. Collier-Meek High-Impact Assessment Reports for Children and Adolescents: A Consumer-Responsive Approach Robert Lichtenstein and Bruce Ecker Conducting School-Based Functional Behavioral Assessments, Third Edition: A Practitioner’s Guide Mark W. Steege, Jamie L. Pratt, Garry Wickerd, Richard Guare, and T. Steuart Watson Conducting School-Based Functional Behavioral Assessments A Practitioner’s Guide THIRD EDITION MARK W. STEEGE JAMIE L. PRATT GARRY WICKERD RICHARD GUARE T. STEUART WATSON Foreword by Frank M. Gresham THE GUILFORD PRESS New York London Copyright © 2019 The Guilford Press A Division of Guilford Publications, Inc. 370 Seventh Avenue, Suite 1200, New York, NY 10001 www.guilford.com All rights reserved Except as noted, no part of this book may be reproduced, translated, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from the publisher. Printed in Canada This book is printed on acid-free paper. Last digit is print number: 9 8 7 6 5 4 3 2 1 LIMITED DUPLICATION LICENSE These materials are intended for use only by qualified professionals. The publisher grants to individual purchasers of this book nonassignable permission to reproduce all materials for which photocopying permission is specifically granted in a footnote. This license is limited to you, the individual purchaser, for personal use or use with students. This license does not grant the right to reproduce these materials for resale, redistribution, electronic display, or any other purposes (including but not limited to books, pamphlets, articles, video- or audiotapes, blogs, file-sharing sites, Internet or intranet sites, and handouts or slides for lectures, workshops, or webinars, whether or not a fee is charged). Permission to reproduce these materials for these and any other purposes must be obtained in writing from the Permissions Department of Guilford Publications. Library of Congress Cataloging-in-Publication Data Names: Steege, Mark W., author. | Pratt, Jamie L. (Jamie Laura), author. | Wickerd, Garry, author. | Guare, Richard, author. | Watson, T. Steuart, author. Title: Conducting school-based functional behavioral assessments : a practitioner’s guide / Mark W. Steege, Jamie L. Pratt, Garry Wickerd, Richard Guare, T. Steuart Watson. Description: Third edition. | New York : The Guilford Press, [2019] | Series: The Guilford practical intervention in the schools series | Includes bibliographical references and index. Identifiers: LCCN 2018031209 | ISBN 9781462538737 (pbk.) Subjects: LCSH: Behavioral assessment of children—Handbooks, manuals, etc. | Problem children—Behavior modification—Handbooks, manuals, etc. | School psychology—Handbooks, manuals, etc. Classification: LCC LB1124 .W38 2019 | DDC 370.15/28—dc23 LC record available at https://lccn.loc.gov/2018031209 To the children, families, and colleagues who continuously inspire us to engage in clinical inquiry to arrive at meaningful solutions to school-based challenges About the Authors Mark W. Steege, PhD, NCSP, BCBA-D, is Professor of Educational and School Psychol- ogy 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 dis- abilities. 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, 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 behav- ioral 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, is Assistant Professor of Educational and School Psy- chology 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, 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). vii viii About the Authors 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 Edi- tion. 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. W atson 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 interven- tions, promoting treatment integrity, functional assessment methodologies, and investigat- ing the effects of olfactory stimuli on learning.