Abstract
This review of the literature was conducted to explore the evidence base for functional assessment-based interventions (FABIs) for one systematic approach developed by Umbreit, Ferro, Liaupsin, and Lane (2007). Specifically, this review examined the evidence base for this systematic approach to F ABI for young students by applying quality indicators and evidence-based standards. A secondary purpose was to identify the extent to which classroom teachers were involved in the FABI process. Twelve studies met the inclusion criteria of intervening with young students (i.e., preschool through third grade) with or at risk for disabilities using this one systematic approach to FABI. Although seven studies demonstrated positive effects and met all eight quality indicators (Council for Exceptional Children [CEC], 2014), indicating they were methodologically sound, these seven cases represented 14 students falling short of the recommended 20 participants (CEC, 2014). This review provides evidence for deeming this FABI model a potential evidence-based practice for use with young students. Limitations and future direction are discussed.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 230-250 |
| Number of pages | 21 |
| Journal | Behavioral Disorders |
| Volume | 40 |
| Issue number | 4 |
| State | Published - Aug 1 2015 |
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ASJC Scopus subject areas
- Education
- Clinical Psychology
- Developmental and Educational Psychology
Cite this
A review of the evidence base of functional assessment-based interventions for young students using one systematic approach. / Wood, Brenna K.; Oakes, Wendy; Fettig, Angel; Lane, Kathleen Lynne.
In: Behavioral Disorders, Vol. 40, No. 4, 01.08.2015, p. 230-250.Research output: Contribution to journal › Article
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TY - JOUR
T1 - A review of the evidence base of functional assessment-based interventions for young students using one systematic approach
AU - Wood, Brenna K.
AU - Oakes, Wendy
AU - Fettig, Angel
AU - Lane, Kathleen Lynne
PY - 2015/8/1
Y1 - 2015/8/1
N2 - This review of the literature was conducted to explore the evidence base for functional assessment-based interventions (FABIs) for one systematic approach developed by Umbreit, Ferro, Liaupsin, and Lane (2007). Specifically, this review examined the evidence base for this systematic approach to F ABI for young students by applying quality indicators and evidence-based standards. A secondary purpose was to identify the extent to which classroom teachers were involved in the FABI process. Twelve studies met the inclusion criteria of intervening with young students (i.e., preschool through third grade) with or at risk for disabilities using this one systematic approach to FABI. Although seven studies demonstrated positive effects and met all eight quality indicators (Council for Exceptional Children [CEC], 2014), indicating they were methodologically sound, these seven cases represented 14 students falling short of the recommended 20 participants (CEC, 2014). This review provides evidence for deeming this FABI model a potential evidence-based practice for use with young students. Limitations and future direction are discussed.
AB - This review of the literature was conducted to explore the evidence base for functional assessment-based interventions (FABIs) for one systematic approach developed by Umbreit, Ferro, Liaupsin, and Lane (2007). Specifically, this review examined the evidence base for this systematic approach to F ABI for young students by applying quality indicators and evidence-based standards. A secondary purpose was to identify the extent to which classroom teachers were involved in the FABI process. Twelve studies met the inclusion criteria of intervening with young students (i.e., preschool through third grade) with or at risk for disabilities using this one systematic approach to FABI. Although seven studies demonstrated positive effects and met all eight quality indicators (Council for Exceptional Children [CEC], 2014), indicating they were methodologically sound, these seven cases represented 14 students falling short of the recommended 20 participants (CEC, 2014). This review provides evidence for deeming this FABI model a potential evidence-based practice for use with young students. Limitations and future direction are discussed.
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M3 - Article
AN - SCOPUS:84942114972
VL - 40
SP - 230
EP - 250
JO - Behavioral Disorders
JF - Behavioral Disorders
SN - 0198-7429
IS - 4
ER -