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The discipline-related component of Individuals with Disabilities Education Act (IDEA) requires that schools conduct a Functional Behavioral Assessment (FBA) when a student's behavior disrupts the educational environment and/or results in suspension from school. Applied behavior analysts often make a distinction between the terms functional assessment/functional behavioral assessment, and functional analysis yet there exists no consensus on how that distinction should be made. A relevant review of the literature was conducted to identify research articles using functional analysis or functional assessment methodology in public school settings in an effort to identify the specific procedures employed by each. Results of the review support the existence of a discrepancy between proposed and actual school-based assessment models, as well as other claims regarding functional assessment research. We address the problem of distinguishing between the terms assessment and analysis as they relate to procedures employed to determine behavioral function of students exhibiting aberrant behavior. A clarification of terms is proposed. Copyright © 2007 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Few professionals working with children and families affected by autism spectrum disorders (ASD) would deny that behavioral intervention is the treatment of choice. Programs based in Applied Behavior Analysis (ABA) methodology such as discrete trial instruction (DTI) and applied verbal behavior (AVB) remain popular interventions for children diagnosed with ASD. They remain popular to the extent that special education litigation has increasingly involved requests that school districts provide or reimburse parents for a program characterized by ABA. Several distinctions, important for school personnel and educational consultants alike, can be made between a these programs. These distinctions are provided along the following dimensions: curriculum, reinforcement and motivation, delivery of instruction, prompting and error correction, language acquisition, augmentative communication, and data collection. [ABSTRACT FROM AUTHOR]