An analysis of functional assessment in relation to students with serious emotional and behaviour disorders
By: Cowick, Blaine.
Contributor(s): Storey, Keith.
Series: International Journal of Disability Development and Education 47 (1) 2000: 55-75.Publisher: 2000Content type: text Media type: unmediated Carrier type: volume Subject(s): BEHAVIOUR PROBLEMS
| ASSESSMENT | BEHAVIOURAL ASSESSMENT | BEHAVIOURAL PROGRAMMES | EMOTIONAL PROBLEMS | FUNCTIONAL ANALYSISSummary: Functional assesment methods are currently being touted as the key to effective programming for students with disabilities who exhibit serious behaviour problems. These methods have been effective in developing behaviour supports for students with severe disabilities in a variety of education settings. This paper reviews the functional assesment paradigm in relation to students with serious emotional and behaviour disorders who have well developed cognitive abilities and linguistic skills. Based on needs of these students, the Assesment Intervention Process, a system for facilitating the development of effective positive behaviourt plans, is described. [AJ].
| Item type | Current library | Call number | Status | Date due | Barcode | Item holds | |
|---|---|---|---|---|---|---|---|
| Article Research | IHC Library | Article (Browse shelf(Opens below)) | Available (Article available on request) | 12547 |
Functional assesment methods are currently being touted as the key to effective programming for students with disabilities who exhibit serious behaviour problems. These methods have been effective in developing behaviour supports for students with severe disabilities in a variety of education settings. This paper reviews the functional assesment paradigm in relation to students with serious emotional and behaviour disorders who have well developed cognitive abilities and linguistic skills. Based on needs of these students, the Assesment Intervention Process, a system for facilitating the development of effective positive behaviourt plans, is described. [AJ].
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