Designing and implementing a new model for functional behavior assessments incorporating positive behavioral supports at a Native American middle school

WCU Author/Contributor (non-WCU co-authors, if there are any, appear on document)
Western Carolina University (WCU )
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John Habel

Abstract: The 1997 and 2004 reauthorizations of the Individuals with Disabilities Education Act (IDEA) have mandated the use of functional behavioral assessments and recommended the implementation of positive behavioral supports when developing behavior intervention plans for students exhibiting problem behaviors. However, functional behavioral assessments are traditionally based primarily on a behaviorist perspective, which overlooks the internal or cognitive processes operating within the student. The current study was conducted in order to design and implement a new model for conducting functional behavioral assessments based on a constructivist approach, which is derived from the ecological model of viewing student behavior and takes into account external as well as internal processes when assessing student behavior. In order to design behavior intervention plans incorporating positive behavioral supports, it is necessary to assess student behavior using a constructivist approach as well as a behaviorist approach. The study was conducted in a Native American Middle School in the South Eastern United States. The constructivist approach is more aligned with the cultural beliefs of the Native Americans than is the behaviorist approach.

Additional Information

Language: English
Date: 2009
Behavior, Constructivist, Education, FBA, Middle School, School Psychology
Classroom management -- North Carolina -- Cherokee
School discipline -- North Carolina -- Cherokee
Constructivism (Education) -- North Carolina -- Cherokee
Cherokee Indians -- Education
Problem children -- Functional assessment -- North Carolina -- Cherokee

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