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

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.