Regarding his article, I am concerned by the overly simplistic interpretation of functional assessment methodologies, the limited acknowledgment of the volumes of studies that support the efficacy of this model, and the lack of empirical support for the psychodynamic model he so passionately endorses. The workshop included descriptions of various functional assessment procedures with multiple examples and citations demonstrating the efficacy and utility of these procedures. The relative advantages and disadvantages of each of these methods were discussed. For example, while indirect assessment was described as a relatively efficient method and allows the practitioner to form hypotheses about motivating functions of target behaviors, the method oftentimes is very subjective, has questionable reliability and validity, and has a low degree of internal validity. Extended functional analysis procedures, on the other hand, involved the objective measurement of the relationship between variables associated with target behaviors and has a high degree of internal validity.
Functional analysis is a hypothesis testing and hypothesis confirming approach.
Throughout the workshop, procedures for conducting functional assessment of problem behavior with developmentally disabled, behaviorally impaired and typical developing populations were shared. Two examples were highlighted. The first case study involved an individual with autism who displayed low rates of very intense aggressive behavior. The results of functional assessment were used to develop a positive behavioral support plan that led to the reduction of problem behavior and the increase of functional skills. In recent years, school psychologists have been encouraged to conduct assessments that lead directly to the design of effective behavioral and educational interventions.