Applying Functional Assessment in General Education Classrooms: Issues and Recommendations

Functional assessment involves generating hypotheses about the purpose a behavior serves and the environmental variables maintaining it in order to develop effective and efficient interventions. Functional assessment has been used extensively with students with severe disabilities in special educati...

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Bibliographic Details
Published in:Remedial and special education 1998-11, Vol.19 (6), p.338-349
Main Authors: Larson, Pamela J., Maag, John W.
Format: Article
Language:English
Subjects:
Behavior disorders
Behavior Problems
Classrooms
Disabled students
Evaluation Methods
Functional Assessment
Functional Behavioral Assessment
Hypotheses
Inclusive Schools
Mainstreaming
Mild Disabilities
Regular and Special Education Relationship
Schools
Special education
Student Behavior
Student Evaluation
Students with disabilities
Teachers
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Summary:Functional assessment involves generating hypotheses about the purpose a behavior serves and the environmental variables maintaining it in order to develop effective and efficient interventions. Functional assessment has been used extensively with students with severe disabilities in special education settings. However, few applications of functional assessment have been reported with students with mild disabilities in general education classrooms. The purpose of this article is to address the use of functional assessment in general education classrooms with students with mild disabilities. We present the theoretical foundations of functional assessment, describe the procedures involved in conducting a functional assessment, discuss some of the obstacles to applying functional assessment in general education classrooms, and make recommendations for the future use of functional assessment in general education classrooms with students with mild disabilities.
ISSN:0741-9325
1538-4756
DOI:10.1177/074193259801900604