Examining the Case for Functional Behavior Assessment as an Evidence-Based Practice for Students with Emotional and Behavioral Disorders in General Education Classrooms

Autor/inn/en	Scott, Terrance M.; Alter, Peter J.
Titel	Examining the Case for Functional Behavior Assessment as an Evidence-Based Practice for Students with Emotional and Behavioral Disorders in General Education Classrooms
Quelle	In: Preventing School Failure, 61 (2017) 1, S.80-93 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2016.1196645
Schlagwörter	Functional Behavioral Assessment; Mainstreaming; Emotional Disturbances; Behavior Disorders; Literature Reviews; General Education; Intervention; Standards; Program Implementation; Fidelity; Evidence Based Practice + Suchen Sie Ihr Suchwort? Gefühlsstörung; Allgemein bildendes Schulwesen; Allgemeinbildung; Standard
Abstract	This article is a review of functional behavior assessment studies in general education setting for students with emotional and behavioral disorders. The studies were assessed in accordance with published standards for evidence-based practices. Overall, few studies met criteria for inclusion in this review and even fewer studies included all three parts of a complete FBA. Results indicate that there are few studies of FBA that specifically address students with behavior problems in general education. Although FBA may have future promise for the described setting and population, there currently is too little information available and lack of consistency in practice to yet claim it is an evidence-based practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01