Functional Behavioral Assessments: Legal Requirements and Challenges

2001 ◽  
Vol 30 (2) ◽  
pp. 239-251 ◽  
Author(s):  
Erik Drasgow ◽  
Mitchell L. Yell
Keyword(s):  
Legal Requirements ◽  
Functional Behavioral Assessments ◽  
Behavioral Assessments

IMPLEMENTATION OF BASIC SCHOOL-WIDE POSITIVE BEHAVIOR INTERVENTION SUPPORTS BY SCHOOL PERSONNEL

2016 ◽  
Vol 4 (34) ◽  
pp. 5-14
Author(s):  
Jonathan Chitiyo
Keyword(s):  
Implementation Process ◽  
School Personnel ◽  
Positive Behavior ◽  
Behavior Support ◽  
Behavioral Expectations ◽  
Widespread Implementation ◽  
Functional Behavioral Assessments ◽  
Positive Behavior Intervention ◽  
Behavioral Assessments ◽  
Problem Behavior In Schools

School-Wide Positive Behavior Support (SWPBS) is increasingly becoming a popular approach to managing problem behavior in schools. Despite its widespread implementation, little research has been done focusing on the implementation process. The purpose of the current study was to explore the implementation of SWPBIS in school systems. Specifically, the researcher wanted to examine the extent to which school personnel used different SWPBIS classroom- based practices. Results indicated that the most frequently used practices were teaching students behavior expectations and rewarding students who met the behavioral expectations. The least used practices were collecting data for decision making, graphing data, and conducting functional behavioral assessments. Recommendations and implications are provided.

What Beginning Special Educators Need to Know About Conducting Functional Behavioral Assessments

2017 ◽  
Vol 49 (4) ◽  
pp. 231-238 ◽  
Author(s):  
Timothy J. Lewis ◽  
Heather L. Hatton ◽  
Courtney Jorgenson ◽  
Deanna Maynard
Keyword(s):  
Special Educators ◽  
Functional Behavioral Assessments ◽  
Behavioral Assessments

Behavioral and Discipline Provisions of IDEA '97: Implicit Competencies Yet to Be Confirmed

2000 ◽  
Vol 66 (3) ◽  
pp. 403-412 ◽  
Author(s):  
Carl R. Smith
Keyword(s):  
Education Program ◽  
Individualized Education Program ◽  
Intervention Programs ◽  
Court Decisions ◽  
Disabilities Education Act ◽  
Functional Behavioral Assessments ◽  
The Status ◽  
Behavioral Assessments ◽  
Education Act ◽  
Performance Discrepancy

This article explores the status of implementation of the behavioral and discipline requirements of the Individuals with Disabilities Education Act of 1997. Data are presented from complaints, hearings, and court decisions related to the areas of functional behavioral assessments, manifestation determinations, individualized education program (IEP) behavioral planning, behavioral intervention programs, and alternative educational settings. The overall discrepancy between competency expectations for IEP teams and current performance appears significant at this time. Implications of this performance discrepancy are discussed.

scholarly journals School Counselors’ Knowledge of Functional Behavioral Assessments

2005 ◽  
Vol 30 (4) ◽  
pp. 449-455 ◽  
Author(s):  
José A. Villalba ◽  
Maryann Latus ◽  
Stacie Hamilton ◽  
Colleen Kendrick
Keyword(s):  
Special Education ◽  
School Counselors ◽  
Behavioral Assessment ◽  
School Personnel ◽  
Educational Experience ◽  
School Level ◽  
Education Programs ◽  
Awareness Training ◽  
Functional Behavioral Assessments ◽  
Behavioral Assessments

A functional behavioral assessment (FBA) is one of the tools used by school personnel for providing a fair educational experience for students in special education programs. Although several school counselors are expected to participate in school-level FBA teams, questions arise as to their level of awareness, training, and beliefs regarding FBA procedures and practices. For this study, practicing school counselors were surveyed in order to determine their awareness, knowledge, and role in the FBA process.

Classroom-Based Functional Behavioral Assessment

2011 ◽  
Vol 22 (3) ◽  
pp. 140-149 ◽  
Author(s):  
R. Allan Allday ◽  
J. Ron Nelson ◽  
Caroline S. Russel
Keyword(s):  
Behavioral Assessment ◽  
Teacher Involvement ◽  
Behavior Intervention Plan ◽  
Disabilities Education Act ◽  
Intervention Plan ◽  
Functional Behavioral Assessments ◽  
Brief Functional Analysis ◽  
Behavioral Assessments ◽  
Education Act ◽  
And Behavior

Functional behavioral assessments (FBA) have been mandated for use in schools since the reauthorization of the Individuals with Disabilities Education Act in 1997. Prior to this time, FBA were under-utilized in schools because of the complexity of the process. Translating this tool into an applied use in the schools has proven challenging to practicing teachers. We examined data-based and practical articles related to key components of FBA, including data collection, hypothesis development, brief functional analysis, and behavior intervention plan development and how these components are utilized and disseminated.Computer database searches returned 45 articles related to teacher involvement in the FBA process. Results suggest that each component is being disseminated in both data-based and practical articles to varying degrees; however, there remains a gap in the research-to-practice application of FBA.

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