Functional Assessment as Strategy Assessment for Teaching Academics

Authors

Jo Mary Hendrickson
Robert A. Gable, Old Dominion UniversityFollow
Christy Novak
Stephanie Peck

Document Type

Article

Publication Date

1996

Publication Title

Education & Treatment of Children (ETC)

Volume

19

Issue

3

Pages

257-271

Abstract

Functional assessment of aggressive, aberrant, and challenging behavior has dominated the literature with relatively little attention given to the potential utility of functional assessment in academics. The purpose of this article is to advocate functional strategy assessment as a procedure for acquiring data to support the formulation of intervention hypotheses by school-based personnel with the aim of improving the academic performance of students with emotional and behavioral disorders. A functional strategy assessment model is presented, and two case illustrations are employed to demonstrate the feasibility of this assessment model for use by practitioners. Examples of both an individual and small group functional strategy assessment techniques are proffered as well as tips to the teacher-diagnostician.

Comments

Posted with the permission of the publisher.

Original Publication Citation

Hendrickson, J. M., Gable, R. A., Novak, C. G., & Peck, S. (1996). Functional assessment as strategy assessment for teaching academics. Education & Treatment of Children (ETC), 19(3), 257-271.

Repository Citation

Hendrickson, Jo Mary; Gable, Robert A.; Novak, Christy; and Peck, Stephanie, "Functional Assessment as Strategy Assessment for Teaching Academics" (1996). Communication Disorders & Special Education Faculty Publications. 41.
https://digitalcommons.odu.edu/cdse_pubs/41