Abstract
With federal mandates to develop and implement programs for students with disabilities who have behavior problems that impede their educational performance, school personnel are faced with increasing responsibility for developing individualized interventions. Developing interventions that appropriately, effectively, and efficiently address the relationship between learning and behavior problems is a complex task that requires a host of essential elements and procedures. For intervention team members who lead and design the functional behavior assessment and behavior intervention plans, specific issues to consider in developing and monitoring these plans are discussed.
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