Putting Quality Functional Assessment into Practice in Schools: A Research Agenda on Behalf of E/BD Students

Authors

Mary M. Quinn
Robert A. Gable, Old Dominion UniversityFollow
Jim Fox
Robert B. Rutheford Jr.
Richard Van Acker
Maureen Conroy

Document Type

Article

Publication Date

2001

Publication Title

Education & Treatment of Children (ETC)

Volume

24

Issue

3

Pages

261-275

Abstract

The discipline provisions of the IDEA place emphasis on gaining an understanding of why the student is motivated to engage in problem behavior and to consider, when appropriate, positive behavioral interventions, strategies, and supports to address the behavior. These legislative mandates bring center stage a range of new duties and responsibilities for the IEP team. This article discusses the problems that school divisions across the country are encountering when implementing these requirements and recommends a course of research to address these issues.

Comments

Posted with the permission of the publisher.

Original Publication Citation

Quinn, M. M., Gable, R. A., Fox, J., Rutherford, R. B., Jr., Acker, R. V., & Conroy, M. (2001). Putting quality functional assessment into practice in schools: A research agenda on behalf of E/BD students. Education & Treatment of Children (ETC), 24(3), 261-275.

Repository Citation

Quinn, Mary M.; Gable, Robert A.; Fox, Jim; Rutheford, Robert B. Jr.; Acker, Richard Van; and Conroy, Maureen, "Putting Quality Functional Assessment into Practice in Schools: A Research Agenda on Behalf of E/BD Students" (2001). Communication Disorders & Special Education Faculty Publications. 42.
https://digitalcommons.odu.edu/cdse_pubs/42