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dc.contributor.authorWehmeyer, Michael L.
dc.contributor.authorBaker, Daniel J.
dc.contributor.authorBlumberg, E. Richard
dc.contributor.authorHarrison, Richard
dc.identifier.citationWehmeyer, 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. 10.1177/10983007040060010501
dc.description.abstractThe 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.
dc.publisherJournal of Positive Behavior Interventions
dc.titleSelf-Determination and Student Involvement in Functional Assessment: Innovative Practices
kusw.kuauthorWehmeyer, Michael L.
kusw.kudepartmentBeach Center on Disability
kusw.oaversionScholarly/refereed, publisher version
kusw.oapolicyThis item meets KU Open Access policy criteria.

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  • Special Education Scholarly Works [271]
  • Beach Center Self Determination [29]
    This archive contains examples of our work in Self-Determination. Self-Determination is "both the attitudes which lead people to define goals for themselves and to their ability to take the initiative to achieve these goals," (p.2) Ward, M. (1988).

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