Abstract
With the 1997 amendments to the Individuals With Disabilities Education Act (IDEA), many important practices and policies were added to the implementation of special education in our public schools. In particular, behavioral intervention planning and positive behavioral supports now must be based on information obtained through the functional behavioral assessment (FBA) process. Although the FBA requirements are laudatory, IDEA 1997 provides limited descriptions and policy regarding the "best practices" implementation of the FBA process. Efforts have been made to translate policy and move research to practice (see OSEP Center on Positive Behavioral Interventions and Supports, 1999); however, implementation specificity regarding the FBA process has not been developed well.
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