An examination of teacher-conducted trial-based functional analysis in juvenile justice classrooms

Abstract

This study evaluated the use of a teacher-conducted trial-based functional analysis (TBFA) in a long-term correctional school. Two juvenile justice teachers implemented the TBFA procedure during regular classroom activities for three youth who displayed chronic challenging behavior. Results of the TBFA aligned with outcomes from researcher-conducted functional behavior assessment for all three participants. An antecedent-based intervention derived from the TBFA outcome was implemented for one youth and proved effective in increasing on-task behavior in the classroom. Social validity of the procedure was also investigated. Findings suggest that TBFA has the potential to be an effective method to determine behavioral function of students with chronic challenging behavior and developing effective intervention, and, with modifications, is appropriate for use in juvenile justice classrooms. Implications for future research are discussed.