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ERIC Number: EJ1146005
Record Type: Journal
Publication Date: 2017-Jul
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1098-3007
Functional Behavior Assessments and Behavior Intervention Plans: Legal Requirements and Professional Recommendations
Collins, Lauren W.; Zirkel, Perry A.
Journal of Positive Behavior Interventions, v19 n3 p180-190 Jul 2017
Functional behavior assessments (FBAs) and behavior intervention plans (BIPs) are critical components in the education of students with, or at risk for, emotional disturbance (ED). The purpose of this article is to compare the legal requirements with the professional requirements for FBAs and BIPs. The comparison is first according to the procedural dimension (e.g., the "when" and "how" questions) and then on the substantive dimension (the "what" question). The results reveal a dramatic difference between the legal requirements under the Individuals With Disabilities Education Act and the professional recommendations for best practice. Our recommendation for both scholars and practitioners is not to fuse or confuse these two levels: one representing the mandatory minimum and the other representing the professional desideratum. Rather, due differentiation provides a proper framework for proposed additions to federal and state laws, strategic opportunities for advocacy in the litigation process, and ample latitude for effective choices for prophylactic practice.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act
Grant or Contract Numbers: N/A