Education & Treatment of Children (ETC)
Nationwide, schools are struggling to prepare IEP teams and other school personnel to conduct functional behavioral assessment and develop positive behavioral intervention plans and supports. While there is a growing evidence that functional behavioral assessment is effective in identifying the reason(s) behind student misbehavior, less is known about producing positive, long-term changes that are both functionally and socially relevant. Drawing upon the available research, we explore an emerging technology for promoting maintenance and generalization of behavior change. We discuss various strategies and procedures and offer recommendations to IEP teams regarding maintaining positive changes in student behavior that stem from functional behavioral assessment in schools. Reprinted by permission of the publisher.
Original Publication Citation
Gable, R. A., & Hendrickson, J. M. (2000). Strategies for maintaining positive behavior change stemming from functional behavioral assessment in schools. Education & Treatment of Children (ETC), 23(3), 286-297.
Gable, Robert A. and Hendrickson, Jo M., "Strategies for Maintaining Positive Behavior Change Stemming from Functional Behavioral Assessment in Schools" (2000). Communication Disorders & Special Education Faculty Publications. 31.