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A Quantitative Review of Functional Analysis Procedures in Public School Settings

A Quantitative Review of Functional Analysis Procedures in Public School Settings Abstract: Functional behavioral assessments can consist of indirect, descriptive and experimental procedures, such as a functional analysis. Although the research contains numerous examples demonstrating the effectiveness of functional analysis procedures, experimental conditions are often difficult to implement in classroom settings and analog conditions often lack ecological validity. This has led some authors to recommend additional research be conducted to evaluate assessment procedures that are appropriate for classroom settings. This article presents a quantitative review of functional analyses procedures implemented in school settings. Results support previous statements that the literature demonstrating functional analysis procedures in classroom settings is not adequate to guide practice. Practitioners require additional research demonstrating assessment procedures that are appropriate for classroom settings. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education and Treatment of Children West Virginia University Press

A Quantitative Review of Functional Analysis Procedures in Public School Settings

Education and Treatment of Children , Volume 33 (1) – Jan 15, 2009

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Publisher
West Virginia University Press
Copyright
Copyright © West Virginia University Press
ISSN
1934-8924
Publisher site
See Article on Publisher Site

Abstract

Abstract: Functional behavioral assessments can consist of indirect, descriptive and experimental procedures, such as a functional analysis. Although the research contains numerous examples demonstrating the effectiveness of functional analysis procedures, experimental conditions are often difficult to implement in classroom settings and analog conditions often lack ecological validity. This has led some authors to recommend additional research be conducted to evaluate assessment procedures that are appropriate for classroom settings. This article presents a quantitative review of functional analyses procedures implemented in school settings. Results support previous statements that the literature demonstrating functional analysis procedures in classroom settings is not adequate to guide practice. Practitioners require additional research demonstrating assessment procedures that are appropriate for classroom settings.

Journal

Education and Treatment of ChildrenWest Virginia University Press

Published: Jan 15, 2009

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