By Mark W. Steege and T. Steuart Watson. This practical guide gives real-world tools and examples that help school practitioners understand the ins and outs of functional behavioral assessment. Effective procedures illustrate how to evaluate challenging behavior in K–12 students, organize assessement data, and use the results to craft individual behavior support plans. Grades K–12. Index. Bibliography. 8½" x 11". Guilford Press. 270 pages. Second Edition. ©2009.
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"This book is a 'must read' for practitioners responsible for conducting and evaluating functional behavior assessments in schools. Readers are provided with a practical, step-by-step guide for each stage of the functional behavior assessment process, from teacher interviews to intervention development. The book also includes a systematic method for evaluating the integrity of a functional behavior assessment. The addition of a chapter on brief functional analyses provides a substantial expansion from the prior edition."
—Brad A. Dufrene, PhD, Department of Psychology, University of Southern Mississippi
"This comprehensive guide for school psychologists and behavior analysts addresses a wide range of critical topics. The authors' commitment to sharing strategies for brief as well as more intensive approaches is critical to school settings that may lack resources and personnel for conducting functional behavioral assessments (FBAs). I really appreciate the wealth of information in this book."
—Don Kincaid, EdD, Florida Positive Behavior Support Project, University of South Florida
"Steege and Watson successfully meet their goal of helping school-based practitioners conduct FBAs that are both legally defensible and grounded in best practices. The authors clearly and concisely explain the principles of functional behavioral assessment, the research base supporting its use in the school setting, and practitioners' obligations under IDEIA. The inclusion of numerous case examples, sample reports, and practical tools makes this second edition a valuable resource."
—Marie C. McGrath, PhD, Department of Graduate Psychology, Immaculata University