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Functional Assessment and Program Development 3rd Edition

Robert E. O'Neill, Richard W. Albin, Keith Storey, Robert H. Horner, Jeffrey R. Sprague

  • Published
  • Previous Editions 1997, 1990
  • 144 Pages


FUNCTIONAL ASSESSMENT AND PROGRAM DEVELOPMENT FOR PROBLEM BEHAVIOR: A PRACTICAL HANDBOOK, Third Edition, guides readers through the procedures of conducting a functional assessment, including a variety of strategies for assessing problem behavior situations. The book also presents a systematic approach for designing behavioral support programs based on those assessments. Professionals and students alike appreciate the step-by-step guidance as well as the wealth of examples and forms that equip users to begin conducting functional assessments and developing their own intervention programs.

Robert E. O'Neill, University of Utah

Dr. Robert E. O'Neill (M.A., Ph.D., University of California, Santa Barbara) is the chairperson of the Department of Special Education at the University of Utah. A Board Certified Behavior Analyst (BCBA), he previously served as the coordinator of the Program in Severe Disabilities and the Program in Mild/Moderate Disabilities in the department, and teaches in both areas. He also teaches in the department's master's and doctoral programs. Dr. O'Neill's recent work has focused on strategies for supporting persons exhibiting severe problem behaviors in a variety of community settings. His current work is concerned with the areas of functional assessment, teaching communication skills as alternatives to problem behaviors, school-wide behavioral support, and gender issues in emotional/behavioral disorders. He has published numerous articles, books, and book chapters and has presented at state, national, and international conferences. His work has appeared in, among other journals, the Journal of Applied Behavior Analysis, Exceptional Children, Research and Practice in Severe Disabilities, Education and Treatment of Children, Journal of Developmental and Physical Disabilities, and the Journal of Positive Behavioral Interventions.

Richard W. Albin, University of Oregon

Richard W. Albin, Ph.D., is a Senior Research Associate/Associate Professor in the Department of Special Education and Clinical Sciences at the University of Oregon, where his teaching has included courses in programming and instruction, behavior and classroom management, grant writing, quantitative research methods, and single case research design. He has over thirty years of experience in research, program and model development, personnel preparation, and technical assistance related to people with intellectual and developmental disabilities (I/DD) of all ages. Since 1986, Dr. Albin has directed, coordinated, and collaborated in numerous federal and state funded projects. For fifteen years he was a Principal Researcher, Site Coordinator, and National Trainer for the Rehabilitation Research and Training Center on Positive Behavior Support. He has conducted and published research related to positive behavioral interventions and support, general case instructional procedures for learners with I/DD, and person-centered planning, and has collaborated in the development of training materials and provision of in-service training in positive behavior support. He is an associate editor for the Journal of Positive Behavior Interventions.

Keith Storey, Touro University

Keith Storey (Ph.D., University of Oregon) is a Professor of Education and the Special Education Program Chair at Touro University in Vallejo, California. Keith is the recipient of the 1988 Alice H. Hayden Award from The Association for Persons with Severe Handicaps; the 1996 Hau-Cheng Wang Fellowship from Chapman University, presented for exceptional merit in scholarship; and the 2001 Robert Gaylord-Ross Memorial Scholar Award from the California Association for Persons with Severe Disabilities. A member of the Illinois State University College of Education Alumni Hall of Fame, he serves on the editorial boards of Research and Practice for Persons with Severe Disabilities, Education and Treatment of Children, Career Development for Exceptional Individuals, Journal of Vocational Rehabilitation, Journal of Positive Behavior Interventions, and Education and Training in Autism and Developmental Disabilities. He has also published several books, including POSITIVE BEHAVIOR SUPPORTS IN CLASSROOMS AND SCHOOLS: EFFECTIVE AND PRACTICAL STRATEGIES FOR TEACHERS AND OTHER SERVICE PROVIDERS, and THE ROAD AHEAD: TRANSITION TO ADULT LIFE FOR PERSONS WITH DISABILITIES.

Robert H. Horner, University of Oregon

Rob Horner, Ph.D., is Professor of Special Education at the University of Oregon. His research has focused on behavior analysis, instructional strategies for learners with severe disabilities, and systems change. He has worked for the past 18 years with George Sugai in development and implementation of school-wide positive behavior support (SWPBS), which is being implemented by more than 19,000 schools nationally. Research, evaluation and technical assistance outcomes from this effort indicate that investing in the development of a positive social culture is associated with improved behavioral and academic gains for students.

Jeffrey R. Sprague, University of Oregon

Dr. Jeffrey Sprague, Ph.D., is Professor of Special Education and Director of the University of Oregon Institute on Violence and Destructive Behavior. He directs federal, state, and local research and demonstration projects related to positive behavior interventions and supports, response to intervention, youth violence prevention, alternative education, juvenile delinquency prevention and treatment, and school safety. His research activities encompass applied behavior analysis, positive behavior supports, behavioral response to intervention, functional behavioral assessment, school safety, youth violence prevention, and juvenile delinquency prevention. In 1990 and 1997, Dr. Sprague co-authored the first guide to Functional Behavioral Assessment. He was a contributor to three President's Annual Reports on School Safety and has published widely, including books on crime prevention through environmental design for school administrators, school safety (with Hill Walker for Guilford Publications), school wide positive behavior interventions and supports (with Annemieke Golly, 2005), and Response to Intervention and Behavior Supports. Dr. Sprague currently directs an R01 research project from the National Institute on Drug Abuse to conduct the first evaluation of the effects of Positive Behavior Supports in middle schools, and is co-principal investigator on five Institute of Education Sciences Goal 2 development projects.
  • A new Chapter 3, “Linking the Function of the Behavior to the Intervention,” provides the “how-to” of functional assessment-helping students bridge the gap between theory and practice.
  • Chapter 4, “Writing Behavior Support Plans,” has been expanded to provide more examples and clarity on how to write an appropriate plan.
  • Thoroughly updated research and references reflect the most current information, studies, and applications of functional assessment.
  • A new case study feature enhances the practical, real-world approach of the text, and includes questions and activities that can be used for assignments.
  • The Third Edition includes increased coverage of working with culturally and linguistically diverse students as well as an increased number of examples and cases that illustrate working in inclusive and general education environments.
  • A new ethical dilemmas feature highlights common ethical issues likely to be faced in the classroom.
  • A “TeachSource Video” feature has been added to most chapters, introducing videos that show text content in action and help students connect what they read about to real life in the classroom. Critical-thinking questions provide opportunities for in-class or online discussion and reflection. Videos are viewable at Education CourseMate, the book's website.
  • A “Digital Download” icon throughout each chapter identifies the text's many helpful forms, checklists, and other resources that are available for students to download and use.
  • New support for instructors includes a new Instructors Manual, Microsoft® PowerPoint® slides, and a Test Bank.
  • Readers gain an understanding of the link between gathering assessment information and developing comprehensive support programs.
  • Many handy forms provide examples of assessment strategies that are useful in a variety of community, residential, vocational, and educational settings. For instance, a Functional Assessment Observation Form helps guide the assessment process, using a data-collection approach that provides information about the behaviors that have occurred, the situations and persons involved, how persons responded to the behaviors, and more. Examples show the assessment form filled out based on cases in the book. Copies of blank forms are provided in the text and on the website.
  • Interview formats are provided for gathering information from relevant persons about the behaviors of concern, the things that predict when and where the behaviors do and do not happen, the consequences or outcomes that may be maintaining their occurrence, and more. There's also a form that can be used for collecting interview information directly from students and clients.
  • The book presents a format for summarizing assessment information and choosing programming strategies based on that information. It also offers an outline format for identifying the full range of strategies that should be considered for inclusion in an intervention program.
  • A section of the handbook provides a description of the variety of approaches that are currently being used for manipulating environmental situations and assessing their influence on behaviors. Strategies and guidelines for safely and appropriately conducting such manipulations are presented, along with a variety of examples.
1. Introduction.
2. Functional Assessment and Analysis Strategies.
3. Linking the Function of the Behavior to the Intervention.
4. Building Behavior Support Plans.
5. Writing Behavior Support Plans.
A. List of References and Resources Relevant to Functional Assessment.
B. Functional Assessment Interview (FAI) Form.
C. Student-Directed Functional Assessment Interview Form.
D. Blank Functional Assessment Observation Form.
E. Functional Assessment Observation Form for Yolanda.
F. Summary Statements for Observation Form Examples.
G. Blank Competing Behavior Model Form.

Textbook Only Options

Traditional eBook and Print Options

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  • ISBN-10: 1305146158
  • ISBN-13: 9781305146150
  • STARTING AT $22.99

  • STARTING AT $27.49

  • ISBN-10: 1285734823
  • ISBN-13: 9781285734828
  • Bookstore Wholesale Price $138.00
  • RETAIL $183.95

“[This is] probably the best and most user-friendly description of FBAs on the market. The observation form is the one my students prefer to use in applied settings. This text provides a comprehensive description and training on the use of the observation form.” - Ronald Martella, Eastern Washington University

“This is a valuable resource. It takes a complex process and clearly lays out the rationale for doing functional assessment and guidelines to accomplish it in a doable manner. It is something students will use in their daily practice.” - Susan Copeland, University of New Mexico

Cengage provides a range of supplements that are updated in coordination with the main title selection. For more information about these supplements, contact your Learning Consultant.


Online Instructor's Manual with Test Bank

ISBN: 9781285740935
Online Instructor's Manual and Test Bank for FUNCTIONAL ASSESSMENT AND PROGRAM DEVELOPMENT FOR PROBLEM BEHAVIOR: A PRACTICAL HANDBOOK, 3rd Edition INSTRUCTOR DESCRIPTION: An online Instructor's Manual accompanies this book. It contains information to assist the instructor in designing the course, including sample syllabi, discussion questions, teaching and learning activities, field experiences, learning objectives, and additional online resources. For assessment support, the updated test bank includes true/false, multiple-choice, matching, short-answer, and essay questions for each chapter.

Online PowerPoint® Slides

ISBN: 9781285740997
These vibrant Microsoft® PowerPoint® lecture slides for each chapter assist you with your lecture by providing concept coverage using images, figures, and tables directly from the textbook.

Cengage Learning Testing, powered by Cognero Instant Access

ISBN: 9781305093799

CourseMate, 1 term (6 months) Instant Access

ISBN: 9781285838472
Cengage Learning's Education CourseMate brings course concepts to life with interactive learning, study, and exam preparation tools that support the printed textbook. CourseMate includes an integrated eBook, quizzes, flashcards, videos, Digital Downloads of forms in the book, and more. It also includes Engagement Tracker, a first-of-its-kind tool that monitors student engagement in the course. The accompanying instructor website offers access to password-protected resources such as an electronic version of the instructor's manual and Microsoft® PowerPoint® slides.


CourseMate, 1 term (6 months) Instant Access

ISBN: 9781285838472
Cengage Learning's new Education CourseMate brings course concepts to life with interactive learning, study, and exam preparation tools that support the printed textbook. Access the new integrated eBook, Digital Downloads of forms in the book, TeachSource Video Cases, flashcards, and more in your Education CourseMate. Go to