A Practical Approach to Functional Behavioral Assessment in a Public (State Supported) School: Successes and Limitations

Autor/inn/en	Davey, Bryan J.; Lignugaris-Kraft, Benjamin
Titel	A Practical Approach to Functional Behavioral Assessment in a Public (State Supported) School: Successes and Limitations
Quelle	In: Emotional and Behavioural Difficulties, 10 (2005) 4, S.255-268 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
DOI	10.1177/1363275205058998
Schlagwörter	Functional Behavioral Assessment; Public Schools; Young Children; Multiple Disabilities; Behavior Disorders + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Frühe Kindheit; Multiple disability; Mehrfachbehinderung
Abstract	A functional behavioral assessment was conducted to identify the maintaining function(s) of aberrant behaviors displayed by a 6-year-old diagnosed with multiple disabilities. The assessment included indirect measures such as interviews, rating scales, and direct observations such as antecedent, behavior, consequence (A-B-C) charting. These assessments allowed the teacher to develop a hypothesis about the maintaining function of the aberrant behaviors. A functional assessment was not conducted. Instead, treatment was initiated quickly based on an abbreviated analysis. The results showed decreased rates of aberrant behavior following the implementation of the functional assessment based intervention; however, occurrences of aberrant behavior were not eliminated. Additional analyses suggested that changes in routine may be analogous to high demand situations that act as setting events for aberrant behavior. The results are discussed in terms of developing strategies for identifying events at home and in the community that may influence the occurrence of aberrant behavior. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10