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ERIC Number: ED430363
Record Type: Non-Journal
Publication Date: 1999-May
Pages: 78
Abstractor: N/A
Reference Count: N/A
Addressing Student Problem Behavior-Part II: Conducting a Functional Behavioral Assessment. 3rd Edition.
Gable, Robert A.; Quinn, Mary Magee; Rutherford, Robert B., Jr.; Howell, Kenneth W.; Hoffman, Catherine C.
This guide examines the rationale for and the process of conducting a functional behavioral assessment as required under the 1997 amendments to the Individuals with Disabilities Education Act. The guide looks at ways schools and Individualized Education Program (IEP) teams can translate this new public policy into classroom practice by means of a step-by-step approach to functional behavioral assessment. The guide explains an integrated, 6-step assessment process. The steps are: (1) describe and verify the seriousness of the problem; (2) refine the definition of the problem behavior; (3) collect information on possible functions of the problem behavior; (4) analyze information using triangulation and/or a problem pathway chart; (5) generate a hypothesis statement regarding likely function of problem behavior; and (6) test hypothesis statement. The guide then focuses on ways to collect various kinds of information and how to organize and analyze this information. It highlights the role that both professional collaboration and school-wide support can play in addressing student problem behavior. Seven appendices provide blank forms, sample completed forms, and reference charts. (DB)
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.; Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Mental Health Services.
Authoring Institution: American Institutes for Research, Washington, DC. Center for Effective Collaboration and Practice.
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act Amendments 1997