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Volumn 41, Issue 1, 2006, Pages 28-36

Teaching special education teachers how to conduct functional analysis in natural settings

Author keywords

[No Author keywords available]

Indexed keywords


EID: 33646336641     PISSN: 15470350     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article
Times cited : (19)

References (25)
  • 1
    • 21844486031 scopus 로고
    • An approach to functional assessment and analysis of disruptive behavior in regular education class-rooms
    • Broussard, C. D., & Northrup, J. (1995). An approach to functional assessment and analysis of disruptive behavior in regular education class-rooms. School Psychology Quarterly, 10, 151-164.
    • (1995) School Psychology Quarterly , vol.10 , pp. 151-164
    • Broussard, C.D.1    Northrup, J.2
  • 2
    • 0031309506 scopus 로고    scopus 로고
    • Effects of idiosyncratic stimulus variables on functional analysis outcomes
    • Carr, E. G., Yarbrough, S. C., & Langdon, N. A. (1997). Effects of idiosyncratic stimulus variables on functional analysis outcomes. Journal of Applied Behavior Analysis, 30, 673-686.
    • (1997) Journal of Applied Behavior Analysis , vol.30 , pp. 673-686
    • Carr, E.G.1    Yarbrough, S.C.2    Langdon, N.A.3
  • 5
    • 0002577775 scopus 로고
    • Using functional assessment to develop effective individualized intervention for challenging behaviors
    • Foster-Johnson, L., & Dunlap, G. (1993). Using functional assessment to develop effective individualized intervention for challenging behaviors. Teaching Exceptional Children, 25(3), 44-50.
    • (1993) Teaching Exceptional Children , vol.25 , Issue.3 , pp. 44-50
    • Foster-Johnson, L.1    Dunlap, G.2
  • 6
    • 0031285361 scopus 로고    scopus 로고
    • Behavioral support for students with severe disabilities: Functional assessment and comprehensive intervention
    • Horner, R. H., & Carr, E. G. (1997). Behavioral support for students with severe disabilities: Functional assessment and comprehensive intervention. Journal of Special Education, 31, 84-104.
    • (1997) Journal of Special Education , vol.31 , pp. 84-104
    • Horner, R.H.1    Carr, E.G.2
  • 11
    • 0028390815 scopus 로고
    • Using assessment based curricular intervention to improve the classroom behavior of a student with emotional behavioral challenges
    • Kern, L., Childs, K. E., Dunlap, G., Clarke, S., & Falk, G. D. (1994). Using assessment based curricular intervention to improve the classroom behavior of a student with emotional behavioral challenges. Journal of Applied Behavior Analysis, 27, 7-19.
    • (1994) Journal of Applied Behavior Analysis , vol.27 , pp. 7-19
    • Kern, L.1    Childs, K.E.2    Dunlap, G.3    Clarke, S.4    Falk, G.D.5
  • 14
    • 0006706031 scopus 로고    scopus 로고
    • Using functional assessment and teacher-implemented functional analysis outcomes to guide intervention for two students with Attention-Deficit/Hyperactivity Disorders
    • Moore, J. W., Doggett, R. A., Edwards, R. P., & Olmi, D. J. (1999). Using functional assessment and teacher-implemented functional analysis outcomes to guide intervention for two students with Attention-Deficit/Hyperactivity Disorders. Proven Practice: Prevention and Remediation Solutions for Schools, 2, 3-9.
    • (1999) Proven Practice: Prevention and Remediation Solutions for Schools , vol.2 , pp. 3-9
    • Moore, J.W.1    Doggett, R.A.2    Edwards, R.P.3    Olmi, D.J.4
  • 17
    • 0001629036 scopus 로고    scopus 로고
    • Use of structural analysis hypothesis testing model to improve social interactions via peer-mediated intervention
    • Peck, J., Sasso, G. M., & Jolivette, K. (1997). Use of structural analysis hypothesis testing model to improve social interactions via peer-mediated intervention. Focus on Autism and Other Developmental Disabilities, 12, 219-230.
    • (1997) Focus on Autism and Other Developmental Disabilities , vol.12 , pp. 219-230
    • Peck, J.1    Sasso, G.M.2    Jolivette, K.3
  • 18
    • 0032986263 scopus 로고    scopus 로고
    • Within session patterns of responding during functional analyses: The role of establishing operations in clarifying behavioral function
    • Roane, H. S., Lerman, D. C., Kelley, M., & Van Camp, C. M. (1999). Within session patterns of responding during functional analyses: The role of establishing operations in clarifying behavioral function. Research in Developmental Disabilities, 20, 51-62.
    • (1999) Research in Developmental Disabilities , vol.20 , pp. 51-62
    • Roane, H.S.1    Lerman, D.C.2    Kelley, M.3    Van Camp, C.M.4
  • 19
    • 0027025787 scopus 로고
    • Use of descriptive and experimental analyses to identify the functional properties of aberrant behavior in school settings
    • Sasso, G., Reimers, T., Cooper, L., Wacker, D., Berg, W., Kelly, L. et al. (1992). Use of descriptive and experimental analyses to identify the functional properties of aberrant behavior in school settings. Journal of Applied Behavior Analysis, 25, 809-821.
    • (1992) Journal of Applied Behavior Analysis , vol.25 , pp. 809-821
    • Sasso, G.1    Reimers, T.2    Cooper, L.3    Wacker, D.4    Berg, W.5    Kelly, L.6
  • 20
    • 0001182550 scopus 로고    scopus 로고
    • Training preservice and in-service educators to conduct functional assessments: Initial issues and implications
    • Shellady, S., & Stichler, J. P. (1999). Training preservice and in-service educators to conduct functional assessments: Initial issues and implications. Preventing School Failure, 43, 154-160.
    • (1999) Preventing School Failure , vol.43 , pp. 154-160
    • Shellady, S.1    Stichler, J.P.2
  • 23
    • 54749152882 scopus 로고
    • Functional analysis and intervention for disruptive behaviors of a kinder.-garten student
    • Storey, K., Lawry, J. R., Ashworth, R., Danko, C. D., & Strain, P. S. (1994). Functional analysis and intervention for disruptive behaviors of a kinder.-garten student. Journal of Educational Research, 87, 361-370.
    • (1994) Journal of Educational Research , vol.87 , pp. 361-370
    • Storey, K.1    Lawry, J.R.2    Ashworth, R.3    Danko, C.D.4    Strain, P.S.5
  • 24
    • 0030508664 scopus 로고
    • Functional analysis of disruptive behavior in an inclusive classroom
    • Umbreit, J. (1995). Functional analysis of disruptive behavior in an inclusive classroom. Journal of Early Intervention, 20, 18-29.
    • (1995) Journal of Early Intervention , vol.20 , pp. 18-29
    • Umbreit, J.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.