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Book cover: Advances in Learning and Behavioral Disabilities

Advances in Learning and Behavioral Disabilities

ISSN: 0735-004X
Series editor(s): Bryan G. Cook, Melody Tankersley & Timothy J. Landrum

Subject Area: Education

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


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Title:Functional behavioral assessment and students with emotional/behavioral disorders: When research, policy, and practice collide
Author(s):Maureen A. Conroy, Peter J. Alter, Terrance M. Scott
Volume:22 Editor(s): Thomas E. Scruggs, Margo A. Mastropieri ISBN: 978-1-84855-310-1 eISBN: 978-1-84855-311-8
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 (Permanent URL)
Publisher:Emerald Group Publishing Limited
Article type:Chapter Item
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.

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