Functional Analysis of Problem Behavior: From Effective Assessment to Effective Support (The Wadsworth Special Educator Series)

Repp, Alan C.; Horner, Robert H.

ISBN 10: 0534348505 / ISBN 13: 9780534348502

Published by Cengage Learning (edition 1), 1999

About this Item

It's a preowned item in good condition and includes all the pages. It may have some general signs of wear and tear, such as markings, highlighting, slight damage to the cover, minimal wear to the binding, etc., but they will not affect the overall reading experience.

Seller Inventory # 0534348505-11-1

Bibliographic Details

• Title: Functional Analysis of Problem Behavior: From Effective Assessment to Effective Support (The Wadsworth Special Educator Series)
• Publisher: Cengage Learning (edition 1)
• Publication Date: 1999
• Language: English
• ISBN 10: 0534348505
• ISBN 13: 9780534348502
• Binding: Paperback
• Edition: 1.
• Condition: Good

About this title

Synopsis

Contains several articles by experts in the fields of special education and psychology. Each article explores the issues, theories, and practices of assessing problem behavior and determining how to use this information. Together, the articles of this text present current advances in the use of functional assessment technology: taking the techniques and strategies of traditional functional analysis and using this information to construct clinical interventions. Three sections focus on the following topics: how functional assessment can be used to intervene effectively and change problem behavior, common procedures for using functional assessment in the preschool and school classroom, and new directions and trends in the field of functional assessment. A thorough and well-researched base of knowledge on problem behavior is provided, and the student learns the many ways in which this behavior may be diagnosed, intervened, and ideally changed.

About the Author

Rob Horner, Ph.D., is Professor of Special Education at the University of Oregon. His research has focused on behavior analysis, instructional strategies for learners with severe disabilities, and systems change. He has worked for the past 18 years with George Sugai in development and implementation of school-wide positive behavior support (SWPBS), which is being implemented by more than 19,000 schools nationally. Research, evaluation and technical assistance outcomes from this effort indicate that investing in the development of a positive social culture is associated with improved behavioral and academic gains for students.