Using functional behavior assessment in general education settings: Making a case for effectiveness and efficiency

Terrance M. Scott, Anne Bucalos, Carl J Liaupsin, C. Michael Nelson, Kristine Jolivette, Lise DeShea

Research output: Contribution to journalArticle

61 Citations (Scopus)

Abstract

Under the 1997 Individuals with Disabilities Education Act, schools have a legal obligation to conduct functional behavior assessments (FBAs) when developing intervention plans for students with disabilities whose behaviors lead their individualized education program teams to consider a change in educational placement, including suspension and expulsion. However, FBA also holds significant promise as a procedure to be used proactively with students with behavioral challenges who are educated in part, or wholly, in general education classrooms. Unfortunately, current conceptualizations of FBA as a methodologically rigorous procedure pose significant and possibly insurmountable barriers to proactive implementation in general education settings. The authors analyze these barriers through a targeted review of the literature, an examination of how the characteristics of general education settings promote the use of less demanding FBA methodologies, and a consideration of situations in which certain FBA procedures generally are contraindicated. Finally, they advocate an active research agenda that is responsive to the particular challenges of public school settings and FBA students with and at risk for mild disabilities.

Original languageEnglish (US)
Pages (from-to)189-201
Number of pages13
JournalBehavioral Disorders
Volume29
Issue number2
StatePublished - Feb 2004

Fingerprint

general education
Education
efficiency
Students
disability
Jurisprudence
expulsion
Suspensions
student
school
obligation
education
act
Research
classroom
examination
methodology

ASJC Scopus subject areas

  • Psychology(all)
  • Clinical Psychology
  • Developmental and Educational Psychology

Cite this

Using functional behavior assessment in general education settings : Making a case for effectiveness and efficiency. / Scott, Terrance M.; Bucalos, Anne; Liaupsin, Carl J; Nelson, C. Michael; Jolivette, Kristine; DeShea, Lise.

In: Behavioral Disorders, Vol. 29, No. 2, 02.2004, p. 189-201.

Research output: Contribution to journalArticle

Scott, TM, Bucalos, A, Liaupsin, CJ, Nelson, CM, Jolivette, K & DeShea, L 2004, 'Using functional behavior assessment in general education settings: Making a case for effectiveness and efficiency', Behavioral Disorders, vol. 29, no. 2, pp. 189-201.
Scott, Terrance M. ; Bucalos, Anne ; Liaupsin, Carl J ; Nelson, C. Michael ; Jolivette, Kristine ; DeShea, Lise. / Using functional behavior assessment in general education settings : Making a case for effectiveness and efficiency. In: Behavioral Disorders. 2004 ; Vol. 29, No. 2. pp. 189-201.
@article{a8bdb953fdd0409291c4636b585c03e8,
title = "Using functional behavior assessment in general education settings: Making a case for effectiveness and efficiency",
abstract = "Under the 1997 Individuals with Disabilities Education Act, schools have a legal obligation to conduct functional behavior assessments (FBAs) when developing intervention plans for students with disabilities whose behaviors lead their individualized education program teams to consider a change in educational placement, including suspension and expulsion. However, FBA also holds significant promise as a procedure to be used proactively with students with behavioral challenges who are educated in part, or wholly, in general education classrooms. Unfortunately, current conceptualizations of FBA as a methodologically rigorous procedure pose significant and possibly insurmountable barriers to proactive implementation in general education settings. The authors analyze these barriers through a targeted review of the literature, an examination of how the characteristics of general education settings promote the use of less demanding FBA methodologies, and a consideration of situations in which certain FBA procedures generally are contraindicated. Finally, they advocate an active research agenda that is responsive to the particular challenges of public school settings and FBA students with and at risk for mild disabilities.",
author = "Scott, {Terrance M.} and Anne Bucalos and Liaupsin, {Carl J} and Nelson, {C. Michael} and Kristine Jolivette and Lise DeShea",
year = "2004",
month = "2",
language = "English (US)",
volume = "29",
pages = "189--201",
journal = "Behavioral Disorders",
issn = "0198-7429",
publisher = "Council for Exceptional Children",
number = "2",

}

TY - JOUR

T1 - Using functional behavior assessment in general education settings

T2 - Making a case for effectiveness and efficiency

AU - Scott, Terrance M.

AU - Bucalos, Anne

AU - Liaupsin, Carl J

AU - Nelson, C. Michael

AU - Jolivette, Kristine

AU - DeShea, Lise

PY - 2004/2

Y1 - 2004/2

N2 - Under the 1997 Individuals with Disabilities Education Act, schools have a legal obligation to conduct functional behavior assessments (FBAs) when developing intervention plans for students with disabilities whose behaviors lead their individualized education program teams to consider a change in educational placement, including suspension and expulsion. However, FBA also holds significant promise as a procedure to be used proactively with students with behavioral challenges who are educated in part, or wholly, in general education classrooms. Unfortunately, current conceptualizations of FBA as a methodologically rigorous procedure pose significant and possibly insurmountable barriers to proactive implementation in general education settings. The authors analyze these barriers through a targeted review of the literature, an examination of how the characteristics of general education settings promote the use of less demanding FBA methodologies, and a consideration of situations in which certain FBA procedures generally are contraindicated. Finally, they advocate an active research agenda that is responsive to the particular challenges of public school settings and FBA students with and at risk for mild disabilities.

AB - Under the 1997 Individuals with Disabilities Education Act, schools have a legal obligation to conduct functional behavior assessments (FBAs) when developing intervention plans for students with disabilities whose behaviors lead their individualized education program teams to consider a change in educational placement, including suspension and expulsion. However, FBA also holds significant promise as a procedure to be used proactively with students with behavioral challenges who are educated in part, or wholly, in general education classrooms. Unfortunately, current conceptualizations of FBA as a methodologically rigorous procedure pose significant and possibly insurmountable barriers to proactive implementation in general education settings. The authors analyze these barriers through a targeted review of the literature, an examination of how the characteristics of general education settings promote the use of less demanding FBA methodologies, and a consideration of situations in which certain FBA procedures generally are contraindicated. Finally, they advocate an active research agenda that is responsive to the particular challenges of public school settings and FBA students with and at risk for mild disabilities.

UR - http://www.scopus.com/inward/record.url?scp=2642561379&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=2642561379&partnerID=8YFLogxK

M3 - Article

AN - SCOPUS:2642561379

VL - 29

SP - 189

EP - 201

JO - Behavioral Disorders

JF - Behavioral Disorders

SN - 0198-7429

IS - 2

ER -