Gresham Frank M, McIntyre Laura Lee, Olson-Tinker Heidi, Dolstra Lisa, McLaughlin Veronica, Van Mai
Graduate School of Education, University of California-Riverside, Riverside, CA 92521, USA.
Res Dev Disabil. 2004 Jan-Feb;25(1):19-37. doi: 10.1016/j.ridd.2003.04.003.
The Individuals With Disabilities Education Act (IDEA) Amendments of 1997 mandate the use of functional behavioral assessment (FBA) and positive behavioral supports and interventions for students with disabilities. Although much progress has been made in our understanding of functional analysis over the past 15 years, the extent to which these findings can be generalized across clients, methods, settings, and response classes is unknown. This article reviewed 150 school-based intervention studies conducted with children published in the Journal of Applied Behavior Analysis from 1991 to 1999. Fifty-two percent of these intervention studies did not report using FBA information linked to the intervention. Interventions based on descriptive, experimental, or combined FBA procedures were no more effective than interventions in which no FBA information was provided. With respect to positive behavioral support, over half of the studies targeted appropriate behaviors with two-thirds of them using a combination of antecedent- and consequence-based interventions. Recommendations are made for conducting fundamental research on reliability and validity issues in FBA and determining when, how, and under what conditions FBA procedures are most appropriate.
1997年的《残疾人教育法》（IDEA）修正案规定，要对残疾学生使用功能行为评估（FBA）以及积极的行为支持与干预措施。尽管在过去15年里我们对功能分析的理解有了很大进展，但这些研究结果在不同客户、方法、环境和反应类别中的可推广程度尚不清楚。本文回顾了1991年至1999年发表在《应用行为分析杂志》上的150项针对儿童的校内干预研究。这些干预研究中有52%没有报告使用与干预相关的FBA信息。基于描述性、实验性或综合性FBA程序的干预并不比未提供FBA信息的干预更有效。关于积极的行为支持，超过一半的研究针对的是恰当行为，其中三分之二的研究使用了基于先行事件和结果的干预措施组合。文中针对FBA中可靠性和有效性问题开展基础研究以及确定FBA程序在何时、如何以及在何种条件下最为合适提出了建议。
