Book chapter
DESIGNING FUNCTIONAL ASSESSMENT-BASED INTERVENTIONS USING A SYSTEMATIC APPROACH: A PROMISING PRACTICE FOR SUPPORTING CHALLENGING BEHAVIOR
Advances in learning and behavioral disabilities, pp.341-370
Advances in Learning and Behavioral Disabilities, Emerald Group Publishing
01/01/2009
DOI: 10.1108/S0735-004X(2009)0000022014
Abstract
Functional assessment-based interventions are a tertiary support that have been incorporated in many three-tiered models of prevention to support students who do not respond to more global prevention efforts. Although endorsed by host of reputable organizations (e.g., National Association of School Psychologists) and mandated in Individuals with Disabilities Education Act (IDEA, 1997, 2004), concerns have been raised that this mandate may not be warranted functional assessment-based interventions do not meet minimum criteria to establish this as an evidence-based practice. One issue contributing to this concern is variability in the functional assessment process. John Umbreit and colleagues (2007) have attempted to address this concern by introducing a systematic approach that includes (a) a Function Matrix to analyze functional assessment data and identify the hypothesized function(s) of the target behavior and (b) a Function-Based Intervention Decision Model to guide intervention planning. In this chapter, we applied the core quality indicators for single-case research developed by Horner, Carr, Halle, UcGee, Odom, and Wolery (2005) to studies conducted using this practice to determine the extent to which this systematic approach to Junctional assessment-based interventions met the standards for evidence-based practices for use in educational settings across the K-12 continuum for students with or at-risk for high incidence disabilities. If this practice is deemed to meet criteria, then this systematic approach may be particularly useful in meeting the inundate established in IDEA. Results suggest that it may he appropriate to establish this systematic method as a promising practice.
Details
- Title: Subtitle
- DESIGNING FUNCTIONAL ASSESSMENT-BASED INTERVENTIONS USING A SYSTEMATIC APPROACH: A PROMISING PRACTICE FOR SUPPORTING CHALLENGING BEHAVIOR
- Creators
- Kathleen Lynne Lane - Vanderbilt UniversityAllison L. Bruhn - Vanderbilt UniversityMary E. Crnobori - Vanderbilt UniversityAnne Louise Sewell - Vanderbilt University
- Contributors
- T E Scruggs (Editor)M A Mastropieri (Editor)
- Resource Type
- Book chapter
- Publication Details
- Advances in learning and behavioral disabilities, pp.341-370
- Publisher
- Emerald Group Publishing; BINGLEY
- Series
- Advances in Learning and Behavioral Disabilities
- DOI
- 10.1108/S0735-004X(2009)0000022014
- ISSN
- 0735-004X
- Number of pages
- 30
- Language
- English
- Date published
- 01/01/2009
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984371093602771
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