A Statewide Survey of Special Education Administrators And School Psychologists Regarding Functional Behavioral Assessment.

A Statewide Survey of Special Education Administrators And School Psychologists Regarding Functional Behavioral Assessment. Abstract The 1997 amendments to the Individuals with Disabilities EducationAct This article or section is currently being developed or reviewed.Some statements may be disputed, incorrect, , biased or otherwise objectionable. (IDEA) mandate A judicial command, order, or precept, written or oral, from a court; a direction that a court has the authority to give and an individual is bound to obey.A mandate might be issued upon the decision of an appeal, which directs that a particular action be taken, or upon a that schools evaluate, through the process of afunctional behavioral behavioralpertaining to behavior.behavioral disorderssee vice.behavioral seizuresee psychomotor seizure. assessment, those students with disabilities whoare exhibiting significant behavior problems which may lead tosuspension and expulsion EXPULSION. The act of depriving a member of a body politic, corporate, or of a society, of his right of membership therein, by the vote of such body or society, for some violation of hi's. . We conducted a statewide survey of specialeducation administrators and school psychologists This list includes notable psychologists and contributors to psychology, some of whom may not have thought of themselves primarily as psychologists but are included here because of their important contributions to the discipline. to examine their viewsof the relative effectiveness, usability How easy something is to use. Both software and Web sites can be tested for usability. Considering how difficult applications are to use and Web sites are to navigate, one would wish that more designers took this seriously. See user interface and usability lab. , suitability, andpracticability prac��ti��ca��ble?adj.1. Capable of being effected, done, or put into practice; feasible. See Synonyms at possible.2. Usable for a specified purpose: a practicable way of entry. of functional behavioral assessment procedures for twotypes of problem behaviors (i.e., low-level low-lev��eladj.1. Relating to or being of low rank or importance: a low-level job.2. Situated in or occurring at a low level: low-level radiation.3. chronic or low frequencyunique problem behaviors). The results suggest that special educationadministrators and school psychologists are generally supportive supportiveadjective Pertaining to a Pt management philosophy in which only the Sx of a particular condition are treated; supportive measures are often taken when no specific and/or effective therapy is available or accessible–eg, viral meningitis, or of theuse of functional behavioral assessments for a range of problembehaviors. However, administrators and psychologists are uncertain ofwhether such assessments would be acceptable for unique low-frequencyproblem behaviors that lead to suspension and expulsion such as violations of firearms This is an extensive list of small arms — pistol, machine gun, grenade launcher, anti-tank rifle — that includes variants.: Top - 0–9 A B C D E F G H I J K L M N O P Q R S T U V W X Y ZAA-91 (Russia - Compact Assault Rifle - 5. and drug policies. Additionally, special educationadministrators and school psychologists indicated that educators This is a list of educators. See also: Education, List of education topics. External link: General Category: mightbe unaware of and unwilling to conduct functional behavioralassessments. Implications for practice and future research needs arediscussed. Functional behavioral assessment (FBA FBA Federal Bar AssociationFBA Functional Behavior AssessmentFBA Fibre Box Association (North America)FBA Forms Based Authentication (Microsoft Outlook Web Access)FBA Florida Bicycle Association ) will play a large role inthe education of students with disabilities given the 1997 amendments tothe Individuals with Disabilities Education Act (IDEA). Within thesection on discipline, these amendments require that the IEP IEPIn currencies, this is the abbreviation for the Irish Punt.Notes:The currency market, also known as the Foreign Exchange market, is the largest financial market in the world, with a daily average volume of over US $1 trillion. teamconsider positive behavioral interventions behavioral interventionBehavior modification, behavior 'mod', behavioral therapy, behaviorism Psychiatry The use of operant conditioning models, ie positive and negative reinforcement, to modify undesired behaviors–eg, anxiety. , strategies, and supports ifa student with disabilities has behavior problems (DisciplineProvisions, 1997). Further the behavior intervention A procedure used in a lawsuit by which the court allows a third person who was not originally a party to the suit to become a party, by joining with either the plaintiff or the defendant. plan must be basedon a FBA. In this context, it is of interest to explore the views ofspecial education administrators and school psychologists regarding theeffectiveness, usability, suitability and practicability of FBA. Exploring special education administrators' and schoolpsychologists views of FBA is important because there is little doubtthat they will play a key role in their implementation for two primaryreasons. The first reason centers on the fact that there is littleagreement in the field of applied behavior analysis Some of the information in this article may not be verified by . It should be checked for inaccuracies and modified to cite reliable sources.Applied behavior analysis (ABA) regarding thespecific procedures that educators and other professionals should usewhen conducting an EBA EBA Eisenbahn-Bundesamt (German)EBA Euro Banking AssociationEBA Emergency Brake AssistanceEBA Enterprise Bargaining Agreement (Australia)EBA Elite Beat Agents (video game)(Nelson, Roberts Nelson, Robert,1794–1873, Canadian rebel, b. Montreal; brother of Wolfred Nelson. Like his brother, he was a surgeon in the War of 1812, and with him he entered the Legislative Assembly of Lower Canada in 1827 as a supporter of Louis Joseph Papineau. , Mathur, & Rutherford Rutherford(rŭth`ərfərd), borough (1990 pop. 17,790), Bergen co., NE N.J., a residential suburb of the New York City–N New Jersey metropolitan area; inc. 1881. Several pre-Revolutionary houses remain there. ,1999). Compounding this issue, the concepi of functional assessment isencompassed within intervention and services in a wide range of fieldsrelated to special education including occupational therapy (Velozo,1993), speech and language pathology The practice of speech-language pathology includes prevention, diagnosis, habilitation, and rehabilitation of communication, swallowing, or other upper aerodigestive disorders; elective modification of communication behaviors; and enhancement of communication. (Frattali, 1992), physical therapy(Wickstrom Wickstrom may refer to: James Wickstrom, a far right radio talk-show host as well as a purported Christian Identity minister George Wickstrom and Bernie Wickstrom, father and son owners of The Zephyrhills News, a weekly broadsheet newspaper in Pasco County, Florida, U.S. , 1990), and vocational rehabilitation Noun 1. vocational rehabilitation - providing training in a specific trade with the aim of gaining employmentrehabilitation - the restoration of someone to a useful place in society (Halphren & Fuhrer f��h��reralso fueh��rer ?n.A leader, especially one exercising the powers of a tyrant.[German, from Middle High German v��erer, from v��eren, to lead, from Old High German ,1984). Thus, there is little doubt that educators and otherprofessionals will struggle in their efforts to develop FBA processesand procedures required in the IDEA '97 amendments. A second reason we believe that special education administratorsand school psychologists will play a key role in the implementation ofFBA focuses on differing interpretations of when a FBA should beconducted, There are essentially two potential contexts for conductingFBAs: strict and broad interpretation of IDEA '97 (NationalAssociation of State Directors of Special Education, 1998). Strictly and literally speaking,, FBA is required only whenstudents with disabilities become the subject of school disciplineproceedings. Section 615(k)(l)(B) (I) of the statute statute,in law, a formal, written enactment by the authorized powers of a state. The term is usually not applied to a written constitution but is restricted to the enactments of a legislature. states:"Either before or not later than 10 days after taking adisciplinary action described in subparagraph (A).. .if the localeducation agency did not conduct a functional behavioral assessment andimplement a behavioral intervention plan for such child before thebehavior that resulted in the suspension described in subparagraph (A),the agency shall convene CONVENE, civil law. This is a technical term, signifying to bring an action. an IEP meeting to develop an assessment plan toaddress the behavior." Thus, in a strict sense, a FBA may only haveto be conducted in these narrow circumstances CIRCUMSTANCES, evidence. The particulars which accompany a fact. 2. The facts proved are either possible or impossible, ordinary and probable, or extraordinary and improbable, recent or ancient; they may have happened near us, or afar off; they are public or . Although such a narrowreading of the statute may meet the procedural letter of the law, doingso may present some liabilities to schools given a broader reading ofthe statute. A broader reading of the statute reveals language which can beinterpreted as requiring FBA, when needed, throughout the specialeducation decision making process. Considering a series of interactionsbetween related section of the IDEA '97 statute could derive de��rivev.1. To obtain or receive from a source.2. To produce or obtain a chemical compound from another substance by chemical reaction. thisinterpretation. Section 614(b)(2)(A) states that in conducting full andindividual evaluations for any student suspected of having a disability," the local education agency shall - use a variety of assessmenttools to gather relevant "functional and developmentalinformation..." (emphasis added). Although it is not clear what"functional" information should be collected as part of a fulland individual evaluation, one could interpret this statutory languageas requiring school personnel to conduct an FBA when needed. Additionally, Section 614(b)(3)(D), states that "Each localeducation agency shall ensure...assessment tools and strategies thatprovide relevant information that directly assist persons in determiningthe educational needs of the child are provided." It is dear thatteams must collect information on the specific education needs ofchildren and youth with disabilities in all relevant domains where theindividual demonstrates educational need. Taken together, the requirements of [ss]614(b)(2)(A) and[ss]614(b)(3)(D) appear to suggest that if a student with disabilitieshas behavioral issues, a FBA would contribute important information aspart of the full and individual evaluation. The statutory language inthe IEP section of IDEA '97 supports this interpretation. Section614(d)(3)(B)(i) of the statute states "in the case of a child whosebehavior impedes his or her learning or that of others, consider whereappropriate, strategies, including "positive behavioralinterventions, strategies, and supports to address the behavior"(emphasis added). Additionally, it is important to note that the assessment ofstudent behavior is not a new concept in IDEA '97. Behavioralassessments have been required by IDEA when necessary since theinception INCEPTION. The commencement; the beginning. In making a will, for example, the writing is its inception. 3 Co. 31 b; Plowd. 343. Vide Consummation; Progression. of the Act. IDEA '97 is simply more prescriptive pre��scrip��tive?adj.1. Sanctioned or authorized by long-standing custom or usage.2. Making or giving injunctions, directions, laws, or rules.3. Law Acquired by or based on uninterrupted possession. in somecases about when and how specific assessments must take place. Indeed,FBA includes many of the characteristics required by IDEA '97 suchas (1) needs rather than diagnosis focused, (2) behavioral interventionplanning, (3) the use of time-series assessments of treatmenteffectiveness as opposed op��pose?v. op��posed, op��pos��ing, op��pos��esv.tr.1. To be in contention or conflict with: oppose the enemy force.2. to single-point or pre-post measurementstrategies, and (4) the use of multiple measures that ensure the IDEA'97 procedural safeguards in assessment are addressed. Thus,potential differences in the interpretations of the statutory languagerelated to FBA should be viewed as differences in degree, not in kind. Although there is little doubt that FBA procedures will play a keyrole in the improvement of services for students with disabilities whoexhibit problem behavior, it appears that we know little aboutprofessionals' views of such procedures. The overall purpose ofthis study was to examine the views of special education administratorsand school psychologists regarding the effectiveness, usability,suitability, and practicability of and the degree to which FBA isconsistent with current approaches and best practice. Another purpose ofthis study was to examine whether the type of problem behavior (i.e.,low-level chronic or low-frequency unique problem behaviors) influencedthe views of administrators and psychologists with regard to the use ofFBA. Still another purpose of the study was to examine the views ofspecial education administrators and school psychologists regarding theextent to which educators are aware of and have had training in FBA. Respondents In the context of marketing research, a representative sample drawn from a larger population of people from whom information is collected and used to develop or confirm marketing strategy. The respondents were special education administrators and schoolpsychologists in the State of Arizona Arizona(âr'əzō`nə), state in the southwestern United States. It is bordered by Utah (N), New Mexico (E), Mexico (S), and, across the Colorado R., Nevada and California (W). . The Arizona State directory ofpersonnel was used to identify special education administrators for eachof the 231 school districts in the state. Surveys were sent to all 231of these administrators. One hundred and five special educationadministrators completed and returned a survey, representing a returnrate of 45%. An analysis was conducted to examine potential differencesbetween the responses of respondents and nonrespondents. Twentynonrespondents were randomly selected, contacted by telephone, and askedto complete the survey. A copy of the survey was then sent to theseindividuals for them to complete and return. A series of t-tests wereconducted for each item on the survey to determine if there werestatistically significant differences between the responses ofrespondents and nonrespondents. In all cases, there were statisticallysignificant differences (e.g., Item 1: t(123) = 1.76, p [less th an].05). The Arizona State School Psychology Association directory ofpersonnel was used to identify school psychologists for each of the 231school districts in the state. Surveys were sent to all 289 of thesepsychologists. One hundred and eleven school psychologists completed andreturned a survey, representing a return rate of 38%. As with specialeducation administrators, an analysis was conducted to examine potentialdifferences between the responses of respondents and nonrespondents.Twenty nonrespondents were randomly selected, contacted by telephone,and asked to complete the survey. Seventeen of the 20 nonrespondentscompleted the survey. A series of t-tests were conducted for each itemon the survey to determine if there were statistically significantdifferences between the responses of respondents and nonrespondents. Inall cases, there were no statistically significant differences (e.g.,Item 1: t(123) = 1.14, p [greater than] .05). Taken together, a total of 216 respondents completed the survey.This represented an overall return rate of 42%. Again, nonrespondentanalyses revealed no statistically significant differences in all cases. Procedures and Survey Respondents were faxed one of the two forms (the type of form wasrandomly assigned as��sign?tr.v. as��signed, as��sign��ing, as��signs1. To set apart for a particular purpose; designate: assigned a day for the inspection.2. ) of the survey along with a cover letter thatexplained the purpose of the survey (i.e., to determine their views ofthe functional behavioral assessment procedures for the specific problembehavior described) and directions for completing and returning thesurvey. Additionally, a one-page description of FDA FDAabbr.Food and Drug AdministrationFDA,n.pr See Food and Drug Administration.FDA,n.pr the abbreviation for the Food and Drug Administration. using a question andanswer format was provided (see Appendix A). The four questionsregarding FBA addressed included: (1) What is a FBA?; (2) Why do we do aFBA?; (3) How do we carry out a FBA; and (4) What should be the outcomesof a FBA? Respondents completed one of two forms of the survey. Each formasked respondents to consider a brief vignette VignetteA symbol or pictorial representation of the corporation on a stock certificate. Usually a complicated and artistic design, it is meant to make the counterfeiting of stock certificates as difficult as possible. describing a student inrelation to conducting a functional behavioral assessment. The vignettesrepresented the two interpretations (strict vs. broad) of the functionalbehavioral assessment guidelines guidelines,n.pl a set of standards, criteria, or specifications to be used or followed in the performance of certain tasks. included in the amendments to IDEA'97 discussed above. Additionally, except for the particular typeof problem behavior described, all aspects of both vignettes were heldconstant (i.e., age, gender, and type of disability). Further,respondents addressed the same items for each vignette. One vignette described a 6th grade male student with learningdisabilities who exhibited chronic low-level problem behavior (broadinterpretation of FBA guidelines in IDEA '97) such as off-task,noncompliance noncompliancefailure of the owner to follow instructions, particularly in administering medication as prescribed; a cause of a less than expected response to treatment.noncompliance, and other low-level disruptive disruptive/dis��rup��tive/ (-tiv)1. bursting apart; rending.2. causing confusion or disorder. behaviors. The othervignette described a similar 6th grade student with learningdisabilities who was suspended sus��pend?v. sus��pend��ed, sus��pend��ing, sus��pendsv.tr.1. To bar for a period from a privilege, office, or position, usually as a punishment: suspend a student from school. by the principal for violation VIOLATION. An act done unlawfully and with force. In the English stat. of 25 E. III., st. 5, c. 2, it is declared to be high treason in any person who shall violate the king's companion; and it is equally high treason in her to suffer willingly such violation. of theschools' drug and firearms codes (strict interpretation of FBAguidelines in IDEA '97). After reading the vignette, the respondents answered the same 12questions (see Table 1). The first seven questions focused on views ofthe usability (Questions 1 & 2), suitability (Question 3),effectiveness, practicability (Questions 4 & 7), and effectiveness(Questions 5 & 6), of FBA for the particular behavior represented inthe vignette. Questions 8 and 9 focused on the extent to which FBA wasconsistent with current approaches to and best practices for theparticular behavior represented in the vignette, respectively. The tenth Tenth can mean:In mathematics: 10th, an ordinal number; as in the item in an order ten places from the beginning, following the ninth and preceding the eleventh. 1/10, a fraction, one part of a unit divided equally into ten parts. It is written 0. question centered on the suitability of such procedures for a problembehavior other than the one represented in the vignette. The remainingtwo questions focused on the extent to which respondents believed thateducators were aware of and whether their respective district hadprovided any training on functional behavioral assessment procedures. Respondents indicated the extent to which they agreed or disagreedwith each of the 12 items on a 7-point Likert-type scale (i.e., 1 =strong disagreement; 2 = disagreement; 3 = little disagreement; 4 =undecided; 5 = weak agreement; 6 = agreement; and 7 = strong agreement).Respondents indicated their response by circling it on the scale. Results A 2 (unique low-frequency and low-level chronic problem behaviors)by 2 (special education administrators and school psychologists)analysis of variance The discrepancy between what a party to a lawsuit alleges will be proved in pleadings and what the party actually proves at trial.In Zoning law, an official permit to use property in a manner that departs from the way in which other property in the same locality (ANOVA anovasee analysis of variance.ANOVAAnalysis of variance, see there ) was conducted for each question. Theseanalyses enabled us to examine whether the type of problem behaviorinfluenced the views of special education administrators and schoolpsychologists. These analyses enabled us to examine also whether theviews of special education administrators and school psychologistsdiffered from one another. The means, standard deviations In statistics, the average amount a number varies from the average number in a series of numbers. (statistics) standard deviation - (SD) A measure of the range of values in a set of numbers. , andassociated F values are presented in Table 1. Additionally, to determine whether respondents were significantlyresolute res��o��lute?adj.Firm or determined; unwavering.[Middle English, dissolved, dissolute, from Latin resol , rather than indecisive in��de��ci��sive?adj.1. Prone to or characterized by indecision; irresolute: an indecisive manager.2. Inconclusive: an indecisive contest; an indecisive battle. or neutral about our propositionsregarding FBA, the 95% confidence interval confidence interval,n a statistical device used to determine the range within which an acceptable datum would fall. Confidence intervals are usually expressed in percentages, typically 95% or 99%. for each mean was computed todetermine whether it encompassed the midpoint mid��point?n.1. Mathematics The point of a line segment or curvilinear arc that divides it into two parts of the same length.2. A position midway between two extremes. of the scale. Those meansin which the 95% confidence interval did not encompass the midpoint ofthe scale (i.e., 4=undecided) are underlined in Table 1. The results of these analyses are presented in two sections. Thefirst section details the views of special education administrators andschool psychologists regarding the effectiveness, usability,suitability, and practicability of FBA. This section also enumeratesadministrators' and psychologists' views of the extent towhich FBA is consistent with current approaches and best practices. Thesecond section presents the views of special education administratorsand school psychologists regarding the educators' awareness of andthe extent to which they have training on FBA. Usability, Suitability, Practicability, and Effectiveness of FBA Close inspection of the means in Table 1 reveals that the views ofspecial education administrators and school psychologists held apositive view of the usability, suitability, practicability, andeffectiveness of FBA for students who exhibit low-level chronic problembehaviors. Both administrators and psychologists were resolute in theirviews on six of the nine questions exploring the usability, suitability,practicability, and effectiveness of FBA. They believed that educatorswould be willing (Question 1) to use FBA to address the problem behaviorof students who exhibit low-level chronic problem behaviors. Theybelieved also that FBA was not only suitable (Question 3) and effective(Questions 5 & 6) but also consistent with current approaches(Question 8) and best practice (Question 9). However, special educationadministrators and school psychologists were uncertain regarding thedifficulty (Question 4), practicality (Question 7) and whether educatorswould use (Question 2) FBA for students who exhibit low-level chronicproblem behaviors. In contrast to students who exhibit low-level chronic problembehaviors, special education administrators and school psychologistsgenerally were not only uncertain of the usability (Questions 1 &2), suitability (Question 3), practicability (in terms of time: Question7), and effectiveness (Questions 5 & 6) of FBA but also whether FBAis consistent with current approaches (Question 8) and best practice(Question 9) for students who exhibit unique low-frequency problembehaviors (see Table 1). Furthermore, administrators and psychologistswere resolute in their view that it would be "difficult" toimplement a FBA for such students. Close inspection of Table 1 reveals that there were statisticallysignificant main effects for type of problem behavior (uniquelow-frequency and low-level chronic) on eight of the nine questions thataddressed the usability, suitability, practicability, and effectivenessof FBA. There was not a statistically significant main effect for typeof problem behavior only in the case of the practicality of FBA in termsof time (Question 7). There were no other statistically significant mainor interaction effects. Special education administrators and school psychologists believedthat FBA is more effective, useful, suitable, and practical in the caseof students who exhibit low-level chronic problem behaviors than withthose who exhibit unique low-frequency behaviors. Administrators andpsychologists were also more likely to believe that the use of FBA withstudents who exhibit low-level chronic problem behaviors is consistentwith current approaches and best practice than they were for those whoexhibit unique low-frequency problem behaviors. Additionally, specialeducation administrators and school psychologists believed that FBAwould be suitable for problem behaviors other than unique low-frequencyand low-level chronic problem behaviors. Awareness of and Training Provided on EBA Special education administrators and school psychologists wereuncertain whether educators were aware of EBA (see Table 1).Furthermore, administrators and psychologists indicated that educatorshave not had training on FBA. In both cases, there were no statisticallysignificant differences in the views of special education administratorsand school psychologists. Discussion There is little question that FBA will play a key role in improvingspecial education services for students with disabilities who exhibitdisruptive behavior in the future. Although functional behavioralassessment is not a new concept, school districts will no doubtinterpret the amendments to IDEA '97 differently. Some willinterpret the FBA requirements strictly while others will do so in amuch broader fashion. The overall purpose of this study was to examinethe views of special education administrators and school psychologistsregarding the usability, suitability, practicability, and effectivenessof FBA and the degree to which FBA is consistent with current approachesand best practice. Another purpose of this study was to examine whetherthe type of problem behavior (i.e., those that represent a strict andbroad interpretation of IDEA '97) influenced the views ofadministrators and psychologists. Finally, the study examined the viewsof special education administrators and school psychologists regardi ngthe extent to which educators are aware of and have had training in FBA. There are several findings we would like to highlight. The firstfinding centers on the general usability, suitability, and effectivenessof FBA. Special education administrators and school psychologists tendedto view FBA positively if used with low-level chronic problem behaviorssuch as off-task and noncompliance. The views of special educationadministrators and school psychologists regarding the usability,suitability, and effectiveness of FBA are consistent with a broaderinterpretation of IDEA '97. Their views are also consistent withscholars' calls to use FBA in a proactive preventative manner(Scott & Nelson, in press). Persuading educators and otherprofessionals to design interventions based on a EBA, while measuringoutcomes in terms of student academic and social performances, may bemore palatable pal��at��a��ble?adj.1. Acceptable to the taste; sufficiently agreeable in flavor to be eaten.2. Acceptable or agreeable to the mind or sensibilities: a palatable solution to the problem. for chronic low-level behaviors than for those problembehaviors that might be addressed through a strict interpretation ofIDEA '97. Our finding that special education administrators and schoolpsychologists strongly supported the use of FBA for problem behaviorsother than the ones that we specified strengthens the above conclusion.Of course, we are unsure of the range of problem behaviors for whichadministrators and psychologists believed such assessments would beacceptable. Nevertheless, administrators and psychologists support ofFBA for problem behaviors other than the ones that were specifiedsuggests that they believe that such assessments would be acceptable fora range of problem behaviors other than unique low-frequency ones suchas firearm firearm,device consisting essentially of a straight tube to propel shot, shell, or bullets by the explosion of gunpowder. Although the Chinese discovered gunpowder as early as the 9th cent., they did not develop firearms until the mid-14th cent. and drug violations. Another finding we would like to highlight focuses on differencesin the views of special education administrators and schoolpsychologists regarding the acceptability of FBA for problem behaviorsthat would be addressed through a strict interpretation of IDEA'97. In contrast to chronic low-level problem behavior,administrators and psychologists were generally uncertain about theeffectiveness, usability, and suitability of FBA for uniquelow-frequency problem behaviors such as violations of firearms and drugpolicies. This latter finding is problematic because the new IDEA, at aminimum, clearly intends that FBA be used as an intervention planningtool for student behaviors that threaten the safety and security of theschool environment (Nelson et al., 1999). These behaviors tend to beunique low-frequency problem behaviors. Still another finding we would like to highlight centers on theviews of special education administrators and school psychologistsregarding the practicability of FDA for addressing problem behaviors.Regardless of the type of problem behavior, administrators and schoolpsychologists generally viewed FBA as difficult to implement andimpractical im��prac��ti��cal?adj.1. Unwise to implement or maintain in practice: Refloating the sunken ship proved impractical because of the great expense.2. in terms of time. This finding suggests that researchers andothers must develop efficient FDA procedures to ensure their ongoing usein schools. Research on the social validity and treatment acceptabilityof behavioral techniques behavioral techniquePsychiatry Any coping strategy in which Pts are taught to monitor and evaluate their behavior and to modify their reactions to pain and strategies suggest that it may not besufficient for FDA to be effective for educators to use it to addressproblem behaviors (c.f. Kazdin, 1981). A final finding we would like to highlight focuses on the views ofspecial education administrators and school psychologists regardingeducators' awareness of and training on FBA. Administrators andpsychologists believed that educators are unaware of and have notreceived training in FBA. This is especially problematic becauseessentially educators are where the "rubber hits the road."Experience with direct instruction has shown that although teachers maybe reluctant to engage in a practice initially, providing them withsupport and guidance toward an outcome they perceive per��ceivev.1. To become aware of directly through any of the senses, especially sight or hearing.2. To achieve understanding of; apprehend. as successfulfacilitates their acceptance of that practice (Engelmann Engelmann may refer to: Engelmann Oak, also called Pasadena Oak Engelmann Spruce, a medium-sized evergreen tree Engelmann syndrome, a rare autosomal dominant genetic disorder Engelmann is the surname of: Eduard Engelmann Jr. , Becker Beck´ern. 1. (Zool.) A European fish (Pagellus centrodontus); the sea bream or braise. ,Carnine, & Gersten, 1988; Proctor A person appointed to manage the affairs of another or to represent another in a judgment.In English Law, the name formerly given to practitioners in ecclesiastical and admiralty , 1989). Limitations and Implications It is important to point out two primary limitations to the presentstudy before addressing its implications. The first limitation we wouldlike to point out centers on the limited sample of respondents includedin the present study. The survey examined the views of special educationadministrators and school psychologists in one state. Additionally,although our nonrespondent analysis revealed no statisticallysignificant differences in the views of administrators and psychologistswho responded and those who did not, we can not fully be sure that ourresults would have differed if our return rate had been higher. Thus,generalizations beyond the present sample of respondents should be madecautiously. The second limitation we would like to point out focuses onthe limited nature of our vignettes and questions. We only explored twopotential sets of problem behaviors in the present study. Thus, thefindings must be restricted to the problem behaviors and questions thatwere used. Nevertheless, the results of this study have implications forpractice and research. In the case of practice, researchers, educators,and other professionals who develop and implement FBA procedures inschools will encounter varying interpretations of the contexts for usingFBA. Although this study did not fully illuminate il��lu��mi��nate?v. il��lu��mi��nat��ed, il��lu��mi��nat��ing, il��lu��mi��natesv.tr.1. To provide or brighten with light.2. To decorate or hang with lights.3. this issue, ourresults suggest that educators and other professionals are more likelyto accept the use of FBA in the case of low-level chronic problembehaviors than low-frequency unique behaviors such as firearm and drugpolicy violations. Thus, attempts to implement the 1997 amendments toIDEA requiring the use of FBA in the case of the latter behaviors maymeet with some resistance among educators and other professionals. Additionally, helping educators to implement FBA will be achallenge. Special education administrators and school psychologists,almost without exception, indicated that they believed that educatorswere unaware of and had little or no training in FBA. This finding isdisturbing because, m our view, collaborative col��lab��o��rate?intr.v. col��lab��o��rat��ed, col��lab��o��rat��ing, col��lab��o��rates1. To work together, especially in a joint intellectual effort.2. teams best implement FBAand subsequent interventions. Therefore, the entire school staff needsubstantial training if FBA is to be seen as a system of effectivebehavioral support (Colvin Colvin may refer to:In places: Colvin Township, Minnesota, a US township Colvin Township, North Dakota, in Eddy County, a US township Other: Colvin Taluqdars' College in Lucknow, India People with the surname Colvin: , Kameenui, & Sugai, 1993; Nelson, 1996),which includes a systematic approach for identifying students at riskfor behavioral difficulties and providing proactive interventions. Giventhe nature of efforts to change the life course outcomes of studentswith disabilities who are at risk for school suspension, comprehensivestaff development programs in FBA must be developed. In the case of research, our findings suggest that researchersshould consider the social validity of FBA procedures. We did not findany studies that have examined the social validity of FBA (Nelson etal., 1999). Researchers, to date, have primarily focused on basicresearch questions such as contingent Fortuitous; dependent upon the possible occurrence of a future event, the existence of which is not assured.The word contingent denotes that there is no present interest or right but only a conditional one which will become effective upon the happening of the arrangements that produce andsupport the self-stimulatory behavior of individuals with severe andprofound disabilities or the outcomes of behavioral interventions thathave resulted from FBA procedures (Nelson et al., 1999). Researchersmust explore the usability, suitability, practicability, andeffectiveness of FBA procedures within a wide range of students andschool contexts. Researchers also should explore the relationship between the socialvalidity of FBA procedures and the effectiveness of the resultant This article is about the resultant of polynomials. For the result of adding two or more vectors, see Parallelogram rule. For the technique in organ building, see Resultant (organ).In mathematics, the resultant of two monic polynomials behavioral interventions for different types of problem behaviors andcontexts. Researchers could build upon work conducted on the socialvalidity of behavioral and academic interventions. Such research wouldprovide educators and other professionals useful information with whichto identify those FBA procedures that are not only effective but alsosocially valid. References Colvin, G., Kameenui, E. J., & Sugai, G. (1993). School-wideand classroom management: Reconceptualizing the integration andmanagement of students with behavior problems in general education.Education and Treatment of Children, 16, 361-381. Discipline provisions in new IDEA cause serious concerns. SpecialEducator, 12, (June June:see month. 6, 1997), p. 1 & 4. Engelmann, S., Becker, W. C., Carnine, D., & Gersten, R.(1988). The direct instruction follow through model: Design andoutcomes. Education and Treatment of Children, 11, 303-317 Frattali, C. M. (1992). Functional assessment of communication:Merging public policy with clinical views. Aphasiology aphasiology/apha��si��ol��o��gy/ (ah-fa?ze-ol��ah-je) the scientific study of aphasia and the specific neurologic lesions producing it. a��pha��si��ol��o��gyn.The study of aphasia. , 6, 63-68. Halpren, A. S., & Fuhrer, M. J. (1984). Functional assessmentin rehabilitation rehabilitation:see physical therapy. . Baltimore Baltimore,city (1990 pop. 736,014), N central Md., surrounded by but politically independent of Baltimore co., on the Patapsco River estuary, an arm of Chesapeake Bay; inc. 1745. : Brookes Brookes is a surname, and may refer to Bruno Brookes, British broadcaster Dennis Brookes, English cricketer James Brookes, English bishop James H. Brookes, American Presbyterian writer Joshua Brookes, British zoologist . Kazdin, A. E. (1981). Acceptability of child treatment techniques:The influence of treatment efficacy efficacy/ef��fi��ca��cy/ (ef��i-kah-se)1. the ability of an intervention to produce the desired beneficial effect in expert hands and under ideal circumstances.2. and adverse side effects Side effectsEffects of a proposed project on other parts of the firm. . BehaviorTherapy behavior therapyor behavior modification,in psychology, treatment of human behavioral disorders through the reinforcement of acceptable behavior and suppression of undesirable behavior. , 12, 493-506. National Association of State Directors of Special Education(1998). Functional behavioral assessment: Policy development in light ofemerging research and practice. Alexandria Alexandria, city, EgyptAlexandria,Arabic Al Iskandariyah, city (1996 pop. 3,328,196), N Egypt, on the Mediterranean Sea. It is at the western extremity of the Nile River delta, situated on a narrow isthmus between the sea and Lake Mareotis (Maryut). , VA: NASDSE NASDSE National Association of State Directors of Special Education . Nelson, J. R. (1996). Designing schools to meet the needs ofstudents who exhibit disruptive behavior. Journal of Emotional andBehavioral Disorders Emotional and behavioral disorders (EBD) is a broad category which is used commonly in educational settings, to group a range of more specific perceived difficulties of children and adolescents. , 4, 147-161. Nelson, J. R., Roberts, M. L., Mathur, S. R., & Rutherford, R.B. (1999). Has public policy exceeded our knowledge base?: A review ofthe functional assessment literature. Behavioral Disorders behavioral disorderPsychiatry A disorder characterized by displayed behaviors over a long period of time which significantly deviate from socially acceptable norms for a person's age and situation , 58-65. Scott, T. M., & Nelson, C. M. (in press). Functional assessmentImplications for training and staff development. Behavioral Disorders. Velozo, C. A. (1993). Work evaluations: Critique of the state ofthe art functional assessment at work. American American,river, 30 mi (48 km) long, rising in N central Calif. in the Sierra Nevada and flowing SW into the Sacramento River at Sacramento. The discovery of gold at Sutter's Mill (see Sutter, John Augustus) along the river in 1848 led to the California gold rush of Journal of OccupationalTherapy, 47,203-209. Wickstrom, R. J. (1990). Functional capacity testing. In S. Scheer Scheer may refer to: Andrew Scheer, Canadian politician August-Wilhelm Scheer, German businessman Christopher Scheer, American journalist, son of Robert Scheer Edda Scheer, Nazi concentration camp guard K. H. (Ed.), Multidisciplinary mul��ti��dis��ci��pli��nar��y?adj.Of, relating to, or making use of several disciplines at once: a multidisciplinary approach to teaching.perspectives in vocational VocationalRelating to an occupation, career, or job.Mentioned in: Myers-Briggs Type Indicator assessment ofimpaired See assistive technology. workers (pp.78-88). Rockville Rockville,city (1990 pop. 44,835), seat of Montgomery co., W central Md., a NW suburb of Washington, D.C.; settled c.1760s, inc. as a city 1860. It has several scientific research and technology laboratories that focus on the aerospace, electronics, nuclear energy, , MD: Aspen aspen, in botanyaspen:see willow.Aspen, city, United StatesAspen(ăs`pən), city (1990 pop. 5,049), alt. 7,850 ft (2,390 m), seat of Pitkin co., S central Colo. . Appendix A Definition and Description of Functional Behavioral Assessment What is a functional behavioral assessment? A functional behavioral assessment is a process of gatheringinformation about the things or events that influence a student'sproblem behavior. These things or events could be external factors inthe student's environment (e.g., social interactions and workdemands) or internal factors (e.g., depression and biological factors). Why do we do a functional behavioral assessment? A functional behavioral assessment gathers information that is usedto guide the development of a treatment or intervention plan. This planshould focus on reducing or eliminating the problem behavior andincreasing appropriate desired behaviors, the appropriateness of thestudent's current placement, and the identification of neededrelated services (e.g., social work and counseling). How do we carry out a functional behavioral assessment? There are three major strategies for collecting functionalassessment information. 1. Indirect/informant methods. This involves collecting informationfrom teachers, parents, and other relevant persons through interviews,checklists, rating scales, or questionnaires. 2. Systematic observation. This involves conducting structuredobservations to collect data on the occurrence of the behavior andthings that occur that may be related to it. These observations areusually done during the student's typical routine or activities. 3. Experimental manipulations. This involves setting up situationsin which different events are directly manipulated (i.e., presented andwithdrawn) to assess the effects of the events on the student'sbehavior (i.e., problem or replacement). What should be the outcomes of a functional behavioral assessment? There are several outcomes of a functional behavioral assessment. 1. A thorough description of all the problem behaviors of concern,including how often they occur, how long, and how intense they are, andthose that tend to occur together (e.g., student refuses to work, thenyells, and then throws his book). 2. Identification of the things and events that seem to trigger (1) A mechanism that initiates an action when an event occurs such as reaching a certain time or date or upon receiving some type of input. A trigger generally causes a program routine to be executed. orpredict when and where the behaviors are going to occur (e.g., when thestudent is not getting attention or when they are asked to work onmath). 3. Summary statement or hypothesis An assumption or theory.During a criminal trial, a hypothesis is a theory set forth by either the prosecution or the defense for the purpose of explaining the facts in evidence. about the problem behavior(e.g., "John's problem behaviors appear to be"escape-motivated"). 4. Description of data that support the hypothesis. 5. Behavioral intervention plan that leads to (a) directinterventions, (b) provision of needed services, and (c) appropriateplacement.Table 1Mean responses of Special Education Administrators and SchoolPsvchologists and associated F values. Administrators Unique [1] Chronic [2]Question Mean Mean1. Willing to use for this type of 3.82 4.89 problem behavior. (1.61) (1.53)2. Likely to use with this type of 2.72 3.89 problem behavior. (1.56) (1.43)3. Suitable for this type of 3.63 4.63 problem behavior. (1.77) (1.42)4. Difficult to implement with 2.82 4.40 this type of problem behavior. (1.80) (1.45)5. Effective for this type of 3.71 5.30 problem behavior (1.72) (0.99)6. Produce permanent improvements 3.64 4.77 for this type of problem (1.68) (1.25) behavior.7. Practical in terms of time for 3.54 4.17 treating this type of problem (1.82) (1.59) behavior.8. Consistent with current 4.08 4.74 approaches for this type of (1.64) (1.84) problem behavior.9. Consistent with best practices 4.01 4.75 for this type of problem (164) (1.44) behavior.10. Suitable for other types of 5.78 5.91 problem behaviors. (1.32) (1.15)11. Aware of functional behavioral 3.33 3.55 assessment procedures. (2.02) (1.80)12. Educators have had training on 2.28 2.12 functional behavioral (2.17) (1.17) assessment. Psychologists Unique ChronicQuestion Mean Mean1. Willing to use for this type of 4.24 4.83 problem behavior. (1.72) (1.57)2. Likely to use with this type of 2.71 3.83 problem behavior. (1.95) (1.48)3. Suitable for this type of 3.50 4.56 problem behavior. (1.69) (1.50)4. Difficult to implement with 3.27 4.33 this type of problem behavior. (1.72) (1.52)5. Effective for this type of 4.01 5.21 problem behavior (1.63) (1.16)6. Produce permanent improvements 3.75 4.77 for this type of problem (1.56) (1.24) behavior.7. Practical in terms of time for 3.84 4.10 treating this type of problem (1.76) (1.64) behavior.8. Consistent with current 4.14 4.67 approaches for this type of (1.71) (1.88) problem behavior.9. Consistent with best practices 3.60 4.79 for this type of problem (1.63) (1.57) behavior.10. Suitable for other types of 5.44 5.81 problem behaviors. (1.30) (1.34)11. Aware of functional behavioral 3.55 3.52 assessment procedures. (1.93) (1.80)12. Educators have had training on 1.43 2.10 functional behavioral (1.69) (1.42) assessment. (A) (B) Student ProfessionalQuestion F(1, 213) F(1, 213)1. Willing to use for this type of 10.86 [**] 1.55 problem behavior.2. Likely to use with this type of 5.98 [*] 1.68 2.59 problem behavior.3. Suitable for this type of 57.63 [***] 2.71 problem behavior.4. Difficult to implement with 34.66 [***] 0.19 this type of problem behavior.5. Effective for this type of 35.42 [***] 1.24 problem behavior6. Produce permanent improvements 18.79 [***] 1.01 for this type of problem behavior.7. Practical in terms of time for 2.01 0.77 treating this type of problem behavior.8. Consistent with current 8.18 [*] 0.20 0.43 approaches for this type of problem behavior.9. Consistent with best practices 24.06 [***] 0.53 for this type of problem behavior.10. Suitable for other types of 0.83 0.53 problem behaviors.11. Aware of functional behavioral 0.27 1.78 assessment procedures.12. Educators have had training on 0.19 1.17 functional behavioral assessment. A X BQuestion F(1, 213)1. Willing to use for this type of 1.05 problem behavior.2. Likely to use with this type of problem behavior.3. Suitable for this type of 1.65 problem behavior.4. Difficult to implement with 2.15 this type of problem behavior.5. Effective for this type of 0.12 problem behavior6. Produce permanent improvements 0.19 for this type of problem behavior.7. Practical in terms of time for 0.13 treating this type of problem behavior.8. Consistent with current approaches for this type of problem behavior.9. Consistent with best practices 0.02 for this type of problem behavior.10. Suitable for other types of 1.22 problem behaviors.11. Aware of functional behavioral 0.40 assessment procedures.12. Educators have had training on 1.21 functional behavioral assessment.Note. Questions are paraphrased.(1)Students who exhibit chrnoic problem behaviors (e.g., off-taskand noncompliance).(2)Students who exhibit low-frequency problem behaviors thattypically result in suspension or expulsion (e.g., violence andviolation of drug policies). Number in parenthesis are standarddeviations. Means in which the 95% confidence interval does notencompass the midpoint ofthe scale (1=strongly against proposition;4 = undecided; 7 = strongly for proposition) are underlined.(*)p [less than] .05.(**)p [less than] .01.(***)p [less than] .001.