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
Appendix A
Appendix B

Prepared By The Center for Effective Collaboration and Practice

Mary Magee Quinn, Ph.D., Deputy Director, Center for Effective Collaboration and Practice
Robert A. Gable, Ph.D., Research Fellow, Old Dominion University
Robert B. Rutherford, Jr., Ph.D., Research Fellow, Arizona State University
C. Michael Nelson, Ed.D., Research Fellow, University Of Kentucky
Kenneth W. Howell, Ph.D., Research Fellow, Western Washington University

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COPYRIGHT:  This information is copyright free. Readers are encouraged to copy and share it, but please credit the Center for Effective Collaboration and Practice.

This document was produced under grant number H237T60005. The views expressed herein do not necessarily reflect the views of the U.S. Department of Education or any other Federal agency and should not be regarded as such. The Center for Effective Collaboration and Practice: Improving Services for Children and Youth with Emotional and Behavioral Problems is funded under a cooperative agreement with the Office of Special Education Programs, Office of Special Education and Rehabilitative Services, U.S. Department of Education, with additional support from the Child, Adolescent, and Family Branch, Center for Mental Health Services, Substance Abuse and Mental Health Administration, of the U.S. Department of Health and Human Services.




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