Including Student Input as a Critical Component of Functional Behavior Assessment
| العنوان: | Including Student Input as a Critical Component of Functional Behavior Assessment |
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| المؤلفون: | Holly N. Johnson, Megan E. Carpenter |
| المصدر: | Beyond Behavior. 31:175-184 |
| بيانات النشر: | SAGE Publications, 2022. |
| سنة النشر: | 2022 |
| مصطلحات موضوعية: | Clinical Psychology, Developmental and Educational Psychology, Education |
| الوصف: | The primary purpose of conducting a structured interview as part of a functional behavior assessment (FBA) is to assist teams in generating a hypothesis about the reason for a student’s problem behavior based on specific information. Although the use of an interview can be beneficial in identifying the function of a student’s behavior, it often only includes information provided by teachers, support staff, and family members and overlooks the student’s involvement. In this article, we discuss some of the barriers educators may encounter during the structured interview process and describe in detail possible solutions and adaptations educators can use to assist in planning and successfully conducting a student-involved structured interview as part of the FBA process. |
| تدمد: | 2163-5323 1074-2956 |
| URL الوصول: | https://explore.openaire.eu/search/publication?articleId=doi_________::477a1c7bbd6dc8a26394bd5268db49c6 https://doi.org/10.1177/10742956221108365 |
| حقوق: | CLOSED |
| رقم الأكسشن: | edsair.doi...........477a1c7bbd6dc8a26394bd5268db49c6 |
| قاعدة البيانات: | OpenAIRE |
| تدمد: | 21635323 10742956 |
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