This introduction to and overview of a special issue on social behavior assessment within schools discusses the impact of function-based methodologies on assessment and intervention practices in identification and remediation of challenging social behaviors. (JDD)

The article describes the problem of assessing culturally diverse students for behavior disorders, proposes a solution which replaces norm referenced assessment with functional assessment, and offers recommendations for implementing such a nonbiased, functional approach. (DB)

This article provides a general description of the features and steps of the functional behavioral assessment (FBA) process. It is organized around frequently asked questions and provides information on who conducts an FBA, when an FBA should be done, the components of an FBA, and outcomes of an FBA. (Contains references.) (CR)

The paper, originally given at a 1986 Ethnic and Multicultural Symposium, emphasizes the need for schools to recognize and understand the impact of culture on student academic and social success. Classroom based assessment and evaluation strategies for use with culturally diverse, behaviorally disordered students are reviewed and discussed. An…

This monograph discusses using collaboration and consultation to teach children and youth with emotional and behavioral disorders (EBD) in the general education classroom. After an introductory chapter, Chapter 2, "Collaboration and Consultation: Promises and Limitations," compares collaboration and consultation as they relate to serving…

Describes functional assessment, discusses the need to translate research findings into formats and processes that can be used efficiently in applied settings, and stresses the need for research to continue to build a technology of functional assessment that meets the range of situations faced in schools and communities. (Author/CR)

Discusses the strategies and structures necessary for fostering social competence in all children, especially those at risk of academic or social failure. Discusses strategies for assessing and understanding social skills problems, teaching social skills, and preferred practices for achieving generalized responding. Also provides guidelines for…

In this introductory article, the main features of positive behavior support are described, including a prevention-focused continuum of support, proactive instructional approaches to teaching and improving social behaviors, conceptually sound and empirically validated practices, systems change to support effective practices, and data-based…

This paper presents a decision-making model for comparing, choosing, and implementing social skills curricula that would be appropriate for specific students and settings. The model is structured around three curriculum areas (background, assessment, and instruction) and uses a cost-benefit analysis to assist in making modification decisions.…

This introductory article to a special series discusses requirements under the 1997 amendments to the Individuals with Disabilities Education Act to base behavioral intervention planning and positive behavioral support on information obtained through a functional behavioral assessment (FBA) process. The lack of guidance on FBAs and strategies for…

This digest describes the challenges of social skills instruction and provides three strategies for improving the social competence of all students, including children with disabilities. It begins by emphasizing the importance of teaching individual social skills within the context of establishing a school-wide culture of social competence. To…

This paper discusses how educators can apply positive behavioral support (PBS) to students with and without disabilities and conduct functional behavioral assessments (FBAs). It begins by describing the challenges that educators face in educating an increasingly heterogeneous population of students, including students with external and internal…

This article explores how the school-based wraparound approach and a school-wide systems approach to positive behavioral interventions and supports (PBIS) work together to create more effective school environments and improved outcomes for students with or at risk of behavioral challenges. Complementary aspects of these wraparound and PBIS…