Functional Behavioral Assessment and Students at Risk for or with Emotional Disabilities: Current Issues and Considerations

Autor/inn/en	Gable, Robert A.; Park, Kristy Lee; Scott, Terrance M.
Titel	Functional Behavioral Assessment and Students at Risk for or with Emotional Disabilities: Current Issues and Considerations
Quelle	In: Education and Treatment of Children, 37 (2014) 1, S.111-135 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
Schlagwörter	Functional Behavioral Assessment; At Risk Students; Emotional Disturbances; Intervention; Student Needs; Needs Assessment; Environmental Influences; Behavior Modification; Program Implementation; Program Effectiveness; Behavior Problems; Student Behavior + Suchen Sie Ihr Suchwort? Gefühlsstörung; Bedarfsermittlung; Environmental influence; Umwelteinfluss; Behaviour modification; Verhaltensänderung; Student behaviour; Schülerverhalten
Abstract	The use of functional behavioral assessment (FBA) is an effective tool to address a wide range of severe behavior problems of students at risk for or with emotional disabilities (ED). However, the transformation of a procedure proven effective under highly-controlled clinical conditions to a practical and effective strategy for use in applied settings has posed a number of challenges. We critically examine several of the most prominent of those challenges and related research. We concede that there is more to learn about FBA in applied settings, including how best to establish a goodness-of-fit between "necessity and sufficiency," as described by Scott and Kamps (2007). Lastly, we assert that all school personnel should, at the very least, "think functionally" about pupil behavior. (As Provided).
Anmerkungen	West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01