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ERIC Number: EJ1150686
Record Type: Journal
Publication Date: 2017-Aug
Pages: 9
Abstractor: As Provided
ISSN: ISSN-1074-2956
Classroom-Based Strategies to Incorporate Hypothesis Testing in Functional Behavior Assessments
Lloyd, Blair P.; Weaver, Emily S.; Staubitz, Johanna L.
Beyond Behavior, v26 n2 p48-56 Aug 2017
When results of descriptive functional behavior assessments are unclear, hypothesis testing can help school teams understand how the classroom environment affects a student's challenging behavior. This article describes two hypothesis testing strategies that can be used in classroom settings: structural analysis and functional analysis. For each strategy, we (a) review relevant examples from the literature, (b) identify advantages and disadvantages, and (c) offer recommendations for when and how to use them.
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
Grant or Contract Numbers: N/A