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. Concurrently, functional assessment has been a rapidly expanding area of research and clinical practice.
Functional assessment is a rigorous, empirically-based method of evaluation.
Moreover, while traditional forms of assessment may be useful for purposes of diagnosis or for making placement decisions, the results of these types of assessments have not been demonstrated to be particularly useful in designing interventions. In contrast, the results of functional assessments are used as the basis for developing individualized interventions. Functional assessment is not applicable only to individuals with developmental disabilities. There is a growing body of research demonstrating the utility of functional assessment procedures with students evidencing a wide range of handicapping conditions. Persons with developmental disabilities are no less complex than typically developing individuals.