The Student -Directed Functional Assessment Interview: An analysis of consistency over time and accuracy of student report

Functional behavioral assessment (FBA) has emerged as an effective approach for remediating challenging behaviors in the classroom. Recent research has begun to involve the child more directly in the FBA process. The purpose of this study was to assess the consistency of information gathered using the Student-Directed Functional Assessment Interview (SDFAI) over a 1-month interval with students who have emotional/behavioral difficulties as well as compare the accuracy of student reports with teacher reports and direct observation. Results indicated a moderate to high levels of consistency over interview periods. Additionally, student reports demonstrated moderate to high levels of agreement with teacher interviews and direct observations. The only area that was consistently lower was setting events. Implications of these findings and practical considerations for the field are discussed.