Abstract
As Nelson, Roberts, Mathur, and Rutherford (1998) have noted, the evidence supporting functional assessment of students with mild disabilities in typical classrooms is limited. While common sense tells us that the usefulness of these procedures ultimately will be determined on the basis of student outcomes, we are concerned that teachers will not embrace the methodology. Furthermore, without appropriate training and support, we fear that they will not be able to implement it in a way that will ensure its effectiveness. In this article, we discuss some difficulties that may be anticipated in facilitating teachers' use of functional assessment procedures. We suggest strategies for promoting acceptance of the process and for providing training and technical assistance to support its appropriate implementation.
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