IDEA 2004: Final Regulations and the Reauthorized Functional Behavioral Assessment

Ravensberg, Heidi von; Tobin, Tary J.

doi:10.2139/ssrn.1151394

Cited by 4 publications

(4 citation statements)

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“…Post-hoc tests (Table 4) confirm this observation. Table 3 Discussion Recent legislative and research based efforts have prompted a renewed emphasis on evidence-based or functional assessments in the classroom (Anderson & Hendrickson, 2007;Gresham, Watson & Skinner, 2001;Noell, 2007;von Ravensberg & Tobin, 2006). The technology that is being developed, and furthered as expected practice, seems to be absent within the general-education settings.…”

Section: Resultsmentioning

confidence: 99%

“…The first is when the school intends to remove a child with a disability for more than ten days or change the student's placement of record. The second point is when the behavior in question is found to be a manifestation of the child's disability (Eckert, Martens & DiGennaro, 2005; Individuals with Disabilities Education Improvement Act of 2004 § 615(k)(1)(F); von Ravensberg & Tobin, 2006). Given these expectations, teachers may play a greater role in the collaborative problem-solving process involving student problematic behavior.…”

Section: The Need For Skill Developmentmentioning

confidence: 99%

“…Given these expectations, teachers may play a greater role in the collaborative problem-solving process involving student problematic behavior. The recent reauthorization of the IDEA-2004 includes the stipulation that schools have properly trained individuals conduct the functional behavioral assessment (Anderson & Hendrickson, 2007; Ryan, Katsiyannis, Peterson & Chmelar, 2007; von Ravensberg & Tobin, 2006). Yet teachers may not have the proper training to contribute effectively to the FBA process.…”

Section: The Need For Skill Developmentmentioning

confidence: 99%

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Early career teachers accuracy in predicting behavioral functioning: A pilot study of teacher skills.

Mortenson¹,

Rush²,

Webster³

et al. 2008

International Journal of Behavioral Consultation and Therapy

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The purpose of this study was to discern the current skill level of novice teachers in identifying the function of problem behaviors and illustrate the continued need for developing data collection skills with this population. Eightyeight teachers with experience ranging from 1-5 years completed a series of open and forced-choice questions that required the rater to hypothesize the possible maintaining function of the student's behavior (e.g., attention or escape). Results indicated that, in general, teachers' across all levels taught struggled to accurately hypothesize the function of behavior. Novice special education teachers were more accurate on forced-choice questions and general education teachers evidenced greater accuracy on open-ended questions. Across all teachers, elementary and special educators yielded higher scores across all questions. Implications for accurate data collection during schoolbased consultation are discussed.

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Section: Resultsmentioning

confidence: 99%

Section: The Need For Skill Developmentmentioning

confidence: 99%

Section: The Need For Skill Developmentmentioning

confidence: 99%

See 1 more Smart Citation

Early career teachers accuracy in predicting behavioral functioning: A pilot study of teacher skills.

Mortenson¹,

Rush²,

Webster³

et al. 2008

International Journal of Behavioral Consultation and Therapy

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“…Positive Behaviour Support (PBS) is a therapeutic framework which involves a number of evidence-based interventions appropriate to the needs of the individual. It is a first line approach in supporting individuals with ID who display challenging behaviour in the UK and elsewhere [7–10]. It consists of multiple interacting elements (including identification of the function of challenging behaviour) and multiple agents that are required for its implementation (such as direct care staff and professionals).…”

Section: Introductionmentioning

confidence: 99%

Process evaluation of a randomised controlled trial of PBS-based staff training for challenging behaviour in adults with intellectual disability

et al. 2019

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Background Positive Behaviour Support (PBS) for challenging behaviour is a complex intervention. Process evaluation is pivotal in fully understanding the mechanisms and contextual factors that impact on participant outcomes. Aims To conduct a process evaluation of a national clinical trial investigating the impact of PBS-based staff training on the level of challenging behaviour in adults with intellectual disability. Method The Medical Research Council guidance for process evaluation of complex interventions was followed. Semi-structured interviews with 62 stakeholders from the intervention arm (service users, family and paid carers, service managers, staff who delivered the intervention and PBS trainers), quantitative data from the study database and an external evaluation of the quality of the PBS plans were used. Results Twenty-one health staff volunteered to be trained in delivering PBS. Available log data from 17 therapists revealed that they worked with 63 participants a median of 11.50 hours (IQR 8–32). Only 33 out of 108 reports had included all elements of the intervention. Another 47 reports had some elements of the intervention. All PBS plans were rated weak, indicating insufficient quality to impact challenging behaviour. Stakeholders reported an appreciation of PBS and its potential to impact quality of care and engagement with the participant. However, they also identified important challenges including managing PBS-related caseloads, paid carer turnover and service commitment to the delivery of PBS. Conclusions PBS-based staff training was well received, but therapists found it difficult to undertake all the elements of the intervention in routine care. Implementing a workforce training strategy is important to better define the active components of PBS, and resource implications if the intervention is no better than usual care.

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Positive Behavior Interventions and Supports, Legal Implications

Winneker

2014

Encyclopedia of Special Education

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IDEA 2004: Final Regulations and the Reauthorized Functional Behavioral Assessment

Cited by 4 publications

References 20 publications

Early career teachers accuracy in predicting behavioral functioning: A pilot study of teacher skills.

Early career teachers accuracy in predicting behavioral functioning: A pilot study of teacher skills.

Process evaluation of a randomised controlled trial of PBS-based staff training for challenging behaviour in adults with intellectual disability

Positive Behavior Interventions and Supports, Legal Implications

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