Functional Assessment–Based Intervention in PK–12 Schools: A Systematic Review and Meta-Analysis

IF 1.8 3区教育学 Q1 EDUCATION, SPECIAL

Remedial and Special Education Pub Date : 2026-09-23 DOI:10.1177/07419325261470777

Elise M. Sarasin, Kathleen Lynne Lane, Allison M. Bernard, Eric Alan Common

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Abstract

We conducted a methodological quality appraisal and meta-analysis of Functional Assessment–Based Intervention (FABI) to support PK–12 students with intensive behavioral needs in school settings. We identified 24 articles that met the inclusion criteria. To evaluate the methodological rigor of the evidence base, we applied Council for Exceptional Children (CEC) quality indicators (QI). Eleven studies (45.83%) met QI standards in full, and 22 (91.67%) met a weighted criterion of 80% or higher. Nine of those studies contained three or more cases and were eligible for use in evidence-based practice (EBP) classification procedures. Following CEC guidelines, we classified seven studies as having positive effects and two as having neutral/mixed effects . With 17 total participants across seven single-case studies, we concluded that FABI was a potentially EBP as the scope does not yet include the 20 participants required. Within-case and between-case effect sizes for all included studies yielded moderate-to-large effects. We discussed limitations and directions for future inquiry.

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基于功能评估的幼儿园- 12学校干预：系统回顾与元分析

我们对基于功能评估的干预（FABI）进行了方法学质量评价和荟萃分析，以支持学校环境中有强化行为需求的PK-12学生。我们确定了24篇符合纳入标准的文章。为了评估证据基础的方法严谨性，我们采用了特殊儿童委员会（CEC）质量指标（QI）。11项研究（45.83%）完全达到QI标准，22项研究（91.67%）达到80%或更高的加权标准。其中9项研究包含3个或更多病例，符合循证实践（EBP）分类程序的使用条件。根据CEC指南，我们将7项研究分类为具有积极效果，2项为中性/混合效果。在七个单例研究中，共有17名参与者，我们得出结论，FABI是一个潜在的EBP，因为范围尚未包括所需的20名参与者。所有纳入研究的病例内效应和病例间效应均产生了中等到较大的效应。我们讨论了局限性和未来研究的方向。

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来源期刊

Remedial and Special Education EDUCATION, SPECIAL-

CiteScore

5.70

自引率

8.30%

发文量

期刊介绍： Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.