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Page 3 POSITIVE
BEHAVIOR SUPPORT AND FUNCTIONAL ASSESSMENT Using Functional Assessment with Young Children Research on the use of functional assessment with young children includes case studies of efforts to improve the social and behavioral performance of young children identified as having behavior risks in Head Start and kindergarten classrooms (Kamps et al., 1995). The functional assessment of environmental events allowed researchers to prescribe appropriate interventions. The results of the case studies were encouraging: Children's behaviors improved over time as a result of environmental manipulations including:
Kamps recommends that practitioners consider incorporating the following positive supports when addressing challenging behaviors:
Resources Beach Center on Families and Disability (1998). What research says: Understanding challenging behavior. University of Kansas, Lawrence, KS: author. Dadson, S., & Horner, R. (1993). Manipulating setting events to decrease problem behaviors. TEACHING Exceptional Children, 25, 53-55. ERIC/OSEP Special Project (Fall 1997). School-wide behavioral management systems. Research Connections in Special Education, Number 1, 1-8. Fitzsimmons, M. (November 1998). Functional behavioral assessment and behavior intervention plans. ERIC/OSEP Digest E571. Reston, VA: ERIC Clearinghouse on Disabilities and Gifted Education. Kamps, D.M., Ellis, C., Mancina, C., Wyble, J., Greene, L., & Harvey, D. (1995). Case studies using functional analysis for young children with behavior risks. Education and Treatment of Children, 18, 243-260. Taylor-Greene, S., Brown, D., Nelson, L., Longton, J., Gassman, T., Cohen, J., Swartz, J., Horner, R., Sugai, G., & Hall, S. (1997). School-wide behavioral support: Starting the year off right. Journal of Behavioral Education, 7, 99-112. Sugai, G. 1996. Providing effective behavior support to all students: Procedures and processes. SAIL, 11(1), 1-4. Turnbull, A.P., & Ruef, M. (1997). Family perspectives on inclusive lifestyle issues for individuals with problem behavior. Exceptional Children, 63, 211-227. Reprinted
with permission from: Based on Research Connections in Special Education, Number 4, Cynthia Warger Winter 1999. ERIC/OSEP Digests are in the public domain and may be freely reproduced and disseminated, but please acknowledge your source. This publication was prepared with funding from the U.S. Department of Education, Office of Special Education Programs, under contract no. CO-99-0026. The opinions expressed in this report do not necessarily reflect the positions or policies of OSEP or the Department of Education. Copyright ©1999 ERIC Clearinghouse on Disabilities and Gifted Education.
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