Functional Behavior Assessment in Classroom Settings: Scaling Down to Scale Up

Autor/inn/en	Scott, Terrance M.; Alter, Peter J.; McQuillan, Kathleen
Titel	Functional Behavior Assessment in Classroom Settings: Scaling Down to Scale Up
Quelle	In: Intervention in School and Clinic, 46 (2010) 2, S.87-94 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451210374986
Schlagwörter	Behavior Disorders; Functional Behavioral Assessment; Classroom Environment; Classroom Techniques; Behavior Problems; Student Behavior; Case Studies; Educational Practices; Guidelines; Intervention; Program Implementation + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Klassenführung; Student behaviour; Schülerverhalten; Case study; Fallstudie; Case Study; Bildungspraxis; Richtlinien
Abstract	Functional behavior assessment (FBA), although mandated by federal law in situations involving students with emotional and behavioral disorders, is not well defined in the literature in terms of how it should best be undertaken in widespread practice in schools. Functional behavior assessment can be defined as a process for determining the reason or reasons why a student engages in inappropriate behaviors by identifying predictable relations between the behavior and the environmental conditions in which it occurs. Unfortunately, highly technical terminology and a poorly defined process have turned a valuable technology into more unnecessary bureaucratic paperwork in its widespread implementation. This article describes how FBA can be applied in a straightforward manner for students with challenging behaviors. The process is broken into steps and described using a case study from a real classroom context. Detailed examples help guide practitioners through some of the more likely roadblocks to creating and implementing FBAs. (Contains 2 tables and 2 figures.) (As Provided).
Anmerkungen	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: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10