TABLE OF CONTENTS

	Acknowledgments
	Introduction
	IDEA Rights and Requirements
	IEP Team Roles and Responsibilities
	Why a Functional Assessment of Behavior is Important
	Conducting a Functional  Behavioral Assessment
	Identifying the Problem Behavior
	Possible Alternative Assessment Strategies
	Techniques for Conducting the  Functional Behavioral Assessment Indirect Assessment Direct Assessment Data Analysis Hypothesis Statement
	Individuals Assessing Behavior
	Behavior Intervention Plans
	Addressing Skill Deficits
	Addressing Performance Deficits
	Addressing Both Skill and  Performance Deficits
	Modifying the Learning Environment
	Providing Supports
	Evaluating the Behavior Intervention Plan
	Summary
	Resources
	Appendix A
	Appendix B

ACKNOWLEDGMENTS

The authors wish to thank the following people for their valuable assistance in the conception and production of this document:

Ed Amundson, M.Ed., National Education Association

Beth Bader, M.Ed., American Federation of Teachers

George Bear, Ph.D., University of Delaware

Kevin Dwyer, M.A., National Association of School Psychologists

Frank Gresham, Ph.D., University of California, Riverside

Marsha Griswold, M.S., Baltimore City Public Schools

Beverley Johns, M.S., Council for Children with Behavioral Disorders

Dixie Jordan, PACER Center

David Osher, Ph.D., Center for Effective Collaboration and Practice

Trina Osher, M.A., Federation of Families for Children’s Mental Health

Terry Scott, Ph.D., University of Kentucky

George Sugai, Ph.D., University of Oregon

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