The use of functional behavioural assessment for students with challenging behaviours

Current patterns and experience of Australian practitioners

Sue O'Neill*, Jennifer Stephenson

*Corresponding author for this work

Research output: Contribution to journalArticle

11 Citations (Scopus)
3 Downloads (Pure)

Abstract

With the growing adoption of the Positive Behaviour Support (PBS) system state-wide in New South Wales, Australia, it was of interest to determine the readiness of behaviour specialists to conduct Functional Behaviour Assessments (FBA) as part of the third tier of School-wide PBS provision. This article presents the findings from a survey conducted with 86 behaviour specialists employed by NSW DET in metropolitan Sydney. Seventy four participants (86%) reported some form of training in FBA, 85 (99%) had used indirect assessments, all reported using direct assessment methods, and, 40 (46.5%) had written a FBA based behaviour intervention plan (BIP). Suggestions for priority training and preferred delivery options are outlined.

Original languageEnglish
Pages (from-to)65-82
Number of pages18
JournalAustralian Journal of Educational and Developmental Psychology
Volume10
Publication statusPublished - 2010

Bibliographical note

Copyright the Publisher [2010]. Originally published in Australian Journal of Educational and Developmental Psychology, Volume 10, pp. 65-82. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.

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