ERIC Number: EJ1038784
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 53
Implementing a Culturally Attuned Functional Behavioural Assessment to Understand and Address Challenging Behaviours Demonstrated by Students from Diverse Backgrounds
Moreno, Gerardo; Wong-Lo, Mickie; Short, Maureen; Bullock, Lyndal M.
Emotional & Behavioural Difficulties, v19 n4 p343-355 2014
As the US student population continues to become increasingly diverse, educators have encountered difficulties in distinguishing between cultural differences and genuine disability indicators. This concern is clearly evident in assisting students from diverse backgrounds who demonstrate chronic challenging behaviours. Past practices (e.g. disciplinary office referrals, out-of-school suspensions, expulsion) have contributed to the likelihood of students from diverse backgrounds being misidentified as having an emotional or behavioural disorder. However, by tailoring the functional behavioural assessment (FBA), educators better differentiate cultural factors from disability characteristics and better understand the students' needs. This paper will discuss the significance in meeting the needs of an increasingly diverse student population, provide an overview of the FBA process and present considerations in creating a culturally attuned FBA.
Descriptors: Student Diversity, Ethnic Diversity, Functional Behavioral Assessment, Cultural Relevance, Behavior Problems, Student Behavior, Disproportionate Representation, Discipline Policy, Social Influences, Cultural Influences, Hidden Curriculum, Referral, Educational Environment, Student Needs, Social Bias, Test Bias
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A