Abstract
Federal law (Individuals with Disabilities Education Act, 1997) mandates the use of functional behavioral assessments (FBAs) and positive behavioral supports to address challenging behaviors demonstrated by students in school settings. FBA is a proactive approach to program planning and is a crucial step in providing the link to intervention based on the purpose of the student's behavior within the current environment. This article overviews the underlying principles of FBA and the methods and procedures associated with conducting FBA in the schools.
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