Assisting Students from Diverse Backgrounds with Challenging Behaviors: Incorporating a Culturally Attuned Functional Behavioral Assessment in Prereferral Services

Autor/inn/en	Moreno, Gerardo; Wong-Lo, Mickie; Bullock, Lyndal M.
Titel	Assisting Students from Diverse Backgrounds with Challenging Behaviors: Incorporating a Culturally Attuned Functional Behavioral Assessment in Prereferral Services
Quelle	In: Preventing School Failure, 58 (2014) 1, S.58-68 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2012.763156
Schlagwörter	Student Diversity; Behavior Problems; Functional Behavioral Assessment; Student Needs; Evaluation Methods; Data Collection; Interviews; Student Behavior; Cultural Relevance; Student Characteristics; Cultural Differences + Suchen Sie Ihr Suchwort? Data capture; Datensammlung; Interviewing; Interviewtechnik; Student behaviour; Schülerverhalten; Kultureller Unterschied
Abstract	The student population across U.S. schools has become increasingly diverse and has presented educators with a number of concerns in assisting students demonstrating challenging behaviors. Educators have historically had difficulties in distinguishing between cultural differences and genuine indicators of emotional and behavioral disorders. It is unfortunate that this difficulty has contributed to a disproportional representation of students from diverse backgrounds in the disability category of emotional and behavioral disorders. However, the functional behavioral assessment continues to serve as an effective process to better understand challenging behaviors, particularly when it is culturally attuned to the needs of diverse student populations. The authors discuss the significance in meeting the needs of diverse populations, provide an overview of the functional behavioral assessment process, and present considerations in creating a culturally attuned functional behavioral assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10