Functional behavioral assessment and students with emotional/behavioral disorders: When research, policy, and practice collide

SMC Author

Peter Alter

SMC Affiliated Work

1

Author Role

co-author

Status

Faculty

School

Kalmanovitz School of Education

Department

Teacher Education

Document Type

Book Chapter

Publication Date

2009

Publication / Conference / Sponsorship

Policy and Practice (Advances in Learning and Behavioral Disabilities, Volume 22

Editor

Thomas E. Scruggs, Margo A. Mastropieri

Publisher/Venue

Emerald Group Publishing Limited

Description/Abstract

The purpose of this chapter is to highlight issues related to the current policy, practice, and research in the area of functional behavioral assessment (FBA) for students with (or at risk for) emotional/behavioral disorders (EBD). Although a substantial research base exists validating the effectiveness of FBA and function-based interventions for students with developmental disabilities, we believe that these same FBA practices are less valid when employed for students with EBD in classroom settings. Following a review of the current research and a discussion of the practical issues that are encountered when implementing FBA in classroom settings serving students with EB, we outline a more responsive FBA model for students with EBD with an emphasis on future policy, research, and practice applications for the field to consider.

DOI

10.1108/S0735-004X(2009)0000022007

ISBN

978-1-84855-310-1

First Page

133

Last Page

167

Disciplines

Education

Original Citation

Maureen A. Conroy, , Peter J. Alter, , Terrance M. Scott, (2009), Functional behavioral assessment and students with emotional/behavioral disorders: When research, policy, and practice collide, in Thomas E. Scruggs, Margo A. Mastropieri (ed.) Policy and Practice (Advances in Learning and Behavioral Disabilities, Volume 22) Emerald Group Publishing Limited, pp.133 - 167. doi:10.1108/S0735-004X(2009)0000022007

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