Self-Determination and Student Involvement in Functional Assessment: Innovative Practices
Issue Date
2004Author
Wehmeyer, Michael L.
Baker, Daniel J.
Blumberg, E. Richard
Harrison, Richard
Publisher
Journal of Positive Behavior Interventions
Type
Article
Article Version
Scholarly/refereed, publisher version
Metadata
Show full item recordAbstract
The fundamental feature that distinguishes positive behavior support (PBS) from previous generations of applied behavior analysis is its focus on the remediation of deficient contexts that are determined to be the source of the problem. Determining this source involves conducting a functional assessment. This innovative practices article presents the argument that if professionals are to be successfully address issues pertaining to the context of problem behaviors, they must incorporate the perspectives and knowledge of people receiving behavioral supports into the functional assessment process. The authors report the results of a pilot examination of a person-guided functional assessment and present ideas for enhancing consumer involvement in the functional assessment process.
Collections
Citation
Wehmeyer, M.L., Baker, D.J., Blumberg, R., & Harrison, R. (2004). Self-determination and student involvement in functional assessment: innovative practices. Journal of Positive Behavior Interventions, 6(1), 29-35. http://dx.doi.org/ 10.1177/10983007040060010501
Items in KU ScholarWorks are protected by copyright, with all rights reserved, unless otherwise indicated.
We want to hear from you! Please share your stories about how Open Access to this item benefits YOU.