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Periodical Title

Journal of Adolescent and Family Health

Volume

6

Number

2

Publisher

University of Tennessee at Chattanooga

Place of Publication

Chattanooga (Tenn.)

Date

December 2014

Abstract

Functional assessment is embedded in the Individuals with Disabilities Education Act (IDEA) (1997) and Positive Behavioral Supports (PBS) (Horner & Carr, 1997). While the process of functional assessment has helped many students become more successful in the educational setting, it is time to take a deeper look at those conditions from which behaviors originate. Such conditions, referred to in this article as setting conditions, often serve to initiate and sustain inappropriate behaviors that are the focus of the functional assessment. Unless directly analyzed, setting conditions weaken the impact of interventions focused solely upon those factors targeted in the Antecedent Behavior Consequence (ABC) paradigm. This paper argues for the inclusion of setting condition analysis as part of functional assessment with involvement of school social workers and other relevant school personnel in all aspects of the process.

Subject

Adolescent health services; Families -- Health and hygiene

Keyword

functional assessment; intervention development; multidisciplinary collaboration; setting conditions; tertiary supports

Discipline

Education | Social and Behavioral Sciences | Social Work

Document Type

articles

DCMI Type

Text

Extent

17 leaves

Language

English

Rights

http://rightsstatements.org/vocab/InC/1.0/

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