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Eighteen students (K-11th grade) with emotional/behavioral disorders who were at-risk for change of placement to more restrictive settings participated. Construct validity of functional behavioral assessment (FBA) was assessed with a multifunction-multimethod matrix that showed excellent convergent and divergent agreement with combined FBA methods and functional analysis results. Treatment validity was assessed with random assignment to either a FBA with consultation condition (FBC) or to a behavioral consultation without FBA condition (BC). Growth curve analysis showed a significant decrease in inappropriate behavior from baseline to treatment for both treatment groups compared to a control group. The efficiency of teachers' implementation effected treatment validity. Effect sizes showed that regardless of treatment condition that interventions with good fidelity realized the largest effect (d = -1.14). Social and habilitative validity was assessed with telephone interviews conducted a year after treatment. Sixty-five percent attributed the students' problem behaviors to their thoughts or feelings, whereas only 25% attributed it to classroom variables. Many (57%) indicated the most helpful intervention would be individual counseling, whereas only 14% indicated a more involved classroom management plan would be useful. (Contains 8 figures and 5 tables.)

Using multimethod-multisource functional behavioral assessment (FBA), 3 students (in kindergarten, first grade, and ninth grade) with behavioral disabilities at risk for change of placement received interventions. Indirect assessments included the Functional Assessment Checklist for Teachers and Staff--Part A & B, the Student-Directed Functional Assessment Interview Form, the Teacher (and Student) Functional Behavioral Assessment Checklist, and an Adapted Functional Assessment Interview--Parent Version. Direct assessments included conditional probabilities based on baseline data as well as structural and functional experimental manipulations within classroom settings. There was variability in perceived structure and function derived from indirect assessments, although they were essential in developing experimental manipulations. Convergence between direct assessment methods was found when modal results were examined. All students showed a reduction in problem behavior using interventions derived from the FBA process. However, one student did not evidence a reduction in the general education setting, presumably because the intervention was not implemented with integrity. Limitations to the study highlight the difficulty with conducting FBAs in classroom settings, including treatment integrity. (Contains 1 table and 4 figures.)