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A functional analysis or behavioural assessment is generally considered to be a problem-solving process for addressing student problem behavior in schools. It relies on a variety of techniques and strategies to identify the purposes of specific behavior and to help IEP teams select interventions to directly address the problem behavior. Functional behavioral assessment should be integrated, as appropriate, throughout the process of developing, reviewing, and, if necessary, revising a student’s IEP.
A functional behavioral assessment looks beyond the behavior itself. The focus when conducting a functional behavioral assessment is on identifying significant, pupil-specific social, affective, cognitive, and/or environmental factors associated with the occurrence (and non-occurrence) of specific behaviors. This broader perspective offers a better understanding of the function or purpose behind student behavior. Behavioral intervention plans based on an understanding of "why" a student misbehaves are extremely useful in addressing a wide range of problem behaviors.
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- Saunders, P., & Scialfa, C. T. (2003). The Effects of Pre-Exam Instruction on Students' Performance on an Effective Writing Exam: Written Communication Vol 20(2) Apr 2003, 195-212.
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- Doggett, R. A. (2001). Functional assessment and treatment: Using data from informant assessments to develop functionally based interventions to reduce problem behavior in general education classrooms. Dissertation Abstracts International: Section B: The Sciences and Engineering.
- Dowling, M. D. (2005). Functional analysis use by school psychologists and their identification of important variables associated with five hypothetical reasons for academic performance problems. Dissertation Abstracts International Section A: Humanities and Social Sciences.
- Gabrielson, J. (2007). A meta-analysis of functional behavioral assessments of students with high-incidence disabilities in public educational settings. Dissertation Abstracts International Section A: Humanities and Social Sciences.
- Hays, P. W. (2004). An analysis of functional communication training in a vocational/occupational training high school. Dissertation Abstracts International: Section B: The Sciences and Engineering.
- Henry, J. R. (2001). Functional assessment: Determining the maintaining variables of academic behavior. Dissertation Abstracts International: Section B: The Sciences and Engineering.
- Hilt, A. M. (2004). An approach to assessment in the classroom: A concurrent-operants functional analysis. Dissertation Abstracts International: Section B: The Sciences and Engineering.
- Ibanez Bernal, C., & Ribes Inesta, E. (2001). An interbehavioral analysis of educational processes: Revista Mexicana de Psicologia Vol 18(3) Dec 2001, 359-371.
- Karp, J. (2005). Comparing maternal and observer ratings of child temperament in the prediction of concurrent functioning and later school adjustment. Dissertation Abstracts International: Section B: The Sciences and Engineering.
- Lockley, J. R. M. (2001). Teacher acceptance of and utilization of functional assessment techniques. Dissertation Abstracts International Section A: Humanities and Social Sciences.
- Storm-Smith, C. A. (2006). A study of the present practices of public schools in Southern California in the use of functional behavioral assessment and functional analysis assessment. Dissertation Abstracts International Section A: Humanities and Social Sciences.