Using Functional Behavior Assessment in General Education Settings: Making a Case for Effectiveness and Efficiency

By Terrance M. Scott, Anne B. Bucalos, Carl J. Liaupsin, C. M. Nelson, K. Jolivette, L. DeShea. 2004

112 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/28d28a56bd515afd1e8d7f529662fb0b7fdb94cf

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Grace I. L. Caskie
2. A. Goh
3. L. Kern
4. L. Bambara

In Developmental and Educational Psychology

1. Grace I. L. Caskie
2. L. Kern
3. A. Goh
4. L. Bambara

In Education

1. L. Bambara
2. Grace I. L. Caskie
3. L. Kern

Citations in the corpus

• Perceived Barriers and Enablers to Implementing Individualized Positive Behavior Interventions and Supports in School Settings (2012, background): “In addition to conducting functional behavior assessments that school personnel may find time consuming and arduous (Scott et al., 2004), school practitioners must guard against traditionally held beliefs and practices when faced with behavioral challenges.”
• Active Teacher Participation in Functional Behavior Assessment for Students with Emotional and Behavioral Disorders Risks in General Education Classrooms (2006, unknown): “This is an important need for future research (Moore et al., 2002; Scott et al., 2004).”