DISCUSSION AND REVIEW PAPER
Considerations of Baseline Classroom Conditions in Conducting
Functional Behavior Assessments in School Settings
Kathryn M. Kestner
1
&
Stephanie M. Peterson
2
&
Rebecca R. Eldridge
2
&
Lloyd D. Peterson
3
#
Association for Behavior Analysis International 2018
Abstract
Research has shown that environmental classroom variables affect academic performance and student behavior, and appropriate
behavior is often related to the presence of effective teaching practices and classroom management (Moore Partin, Robertson,
Maggin, Oliver, & Wehby Preventing School Failure, 54,172–178, 2010). For behavior analysts consulting in elementary
education, some referrals for assessment and treatment of individual student behavior can be resolved by helping teachers
establish effective class-wide practices. For this reason, some researchers suggest that behavior analysts should assess baseline
classroom conditions as part of a functional behavior assessment (FBA; Anderson & St. Peter Behavior Analysis in Practice,
6(2), 62, 2013;Sutherland&WehbyJournal of Emotional and Behavioral Disorders, 11,239–248, 2001). Through a literature
review on effective classroom practices, we identified four specific classroom variables that have large effects on both learning
outcomes and student behavior; we suggest consultants consider these four variables in baseline classroom assessments: (a) rates
of active student responding (ASR), (b) appropriateness of the curriculum, (c) feedback and reinforcement, and (d) effective
instructions and transitions. In this article, we will discuss each of these variables, describe how they can affect classroom
behavior, and provide recommended targets from the research literature. We also provide a data-collection form for practitioners
to use in their assessments of baseline classroom ecology, and for situations when these practices are not in place, we suggest
potential resources for antecedent- and consequence-based interventions to decrease challenging classroom behavior.
Keywords Functional behavior assessment
.
Schools
.
Consultation
.
School-based consultation
.
Classroom management
Classroom management and teaching practices influence both
academic performance and classroom behavior (Moore Partin,
Robertson, Maggin, Oliver, & Wehby, 2010;Repp,1994;
Talbott & Coe, 1997). For behavior analysts consulting in
elementary-education settings, helping teachers to establish
effective classroom practices can improve learning outcomes
and decrease undesired behavior. Class-wide interventions not
only are important for referrals requesting assistance with
classroom management but also can be considered as frontline
interventions when consultants receive referrals for individual
students who engage in disruptive problem behavior (e.g.,
noncompliance, interrupting, distracting peers, negative peer
interactions, off-task behavior, and minor to moderate levels
of property destruction). Despite their importance, variables
related to classroom ecology may be overlooked when con-
sultants are called in to focus on a single student (e.g., when a
student is referred for a functional behavior assessment
[FBA]). Given that a lack of effective classroom practices
can contribute to the occurrence of challenging behavior, it
can be helpful to evaluate the “baseline classroom conditions”
as part of the FBA process. In some cases, disruptive behavior
can be reduced by making class-wide changes to the
environment.
Classroom management and teaching practices impact ac-
ademic performance and behavior (Moore Partin et al., 2010;
Repp, 1994; Talbott & Coe, 1997) and, thus, should be eval-
uated. For example, how teachers allocate attention can have
Electronic supplementary material The online version of this article
(https://doi.org/10.1007/s40617-018-0269-1) contains supplementary
material, which is available to authorized users.
* Kathryn M. Kestner
kmkestner@mail.wvu.edu
1
Department of Psychology, West Virginia University, P. O. Box
6040, Morgantown, WV 26506, USA
2
Department of Psychology, Western Michigan University,
Kalamazoo, MI, USA
3
Compass, A Positive Direction in Behavior Intervention, LLC,
Schoolcraft, MI, USA
Behavior Analysis in Practice
https://doi.org/10.1007/s40617-018-0269-1
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