Citation

Asmus JM, Vollmer TR, Borrero JC. Educ. Treat. Child. 2002; 25(1): 67-90.

Copyright

(Copyright © 2002, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

Functional behavioral assessment (FBA) procedures, when based on behavior analytic principles, are useful in identifying factors associated with problematic and adaptive behavior for students with disabilities. In addition, interventions based on the results of a FBA are likely to be effective and durable. The 1997 amendment of the Individuals with Disabilities Education Act (IDEA) requires that a FBA must be conducted in the school setting when a child exhibits significant behavioral difficulties. Currently, it is not clear what constitutes an appropriate FBA. Applied behavior analysts have the unique opportunity to assist school personnel to develop effective and appropriate assessment services. We describe a comprehensive model for the application of behavior analysis in the schools. The model includes descriptive assessment, functional analysis, intervention, and involves the participation of teachers and parents.

Language: en