The Problem Behavior Questionnaire: A Teacher-Based Instrument To Develop Functional Hypotheses of Problem Behavior in General Education Classrooms

Abstract

A number of strategies have emerged recently to assess the function of problem behavior. Indirect, observational, and experimental methodologies are included in these strategies. Most of the technology developed to date, however, has focused on students with severe disabilities who are served in specialized settings. The purpose of this article is to describe a functional assessment instrument, the Problem Behavior Questionnaire (PBQ), designed for use with students who present behavior problems in general education settings. The development, administration, and outcomes of the PBQ are discussed. A case study is provided to illustrate the utility of the PBQ.