Implications of Current Research on the Use of Functional Behavior Assessment and Behavior Support Planning in School Systems

 
McIntosh, K., & Hadas, A. (2007). Implications of Current Research on the Use of Functional Behavior Assessment and Behavior Support Planning in School Systems. International Journal of Behavioral Consultation and Therapy, 3(1), 38-52.

Functional behavior assessment and function-based support have increasingly been used in school settings in the past decade. This increased use has come under scrutiny from some experts who have argued in the past that function-based support has not yet been proven to be effective in typical school settings with students without severe disabilities. But recent research has demonstrated its effectiveness in general education settings, and current researchis providing insight into procedures that can enhance the effectiveness and efficiency of functional behavior assessment and function-based support in typical school settings. In this article the authors provide six guidelines for effective functional behavior assessment and support in school settings.

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Prevention Level

  • Tertiary

Audiences

  • Administrators
  • PBS Coaches
  • PBS Teams
  • Specialists
  • Teachers

System Impacts

  • Classroom Level
  • Individual Student
  • Whole School

Categories

  • Developmental Disabilities
  • Early Childhood
  • Elementary School
  • High School
  • Middle School