Education & Treatment of Children (ETC)
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.
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.
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.