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.
Functional Analysis of Problem Behavior: From Effective Assessment to Effective Support / Edition 1by Alan C. Repp, Robert H. Horner
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… See more details below
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.
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Table of Contents
1. Introduction. PART I. LINKING FUNCTIONAL ASSESSMENT TO EFFECTIVE INTERVENTION. 2. Hypotheses-Based Intervention for Severe Problem Behavior. 3. Community-based Functional Assessment. 4. Predicting and Enhancing the Effectiveness of Reinforcers and Punishers. 5. Bio-behavioral Diagnosis and Treatment of Self-Injury. 6. Low Frequency High Intensity Problem Behavior: Toward an Applied Technology of Functional Assessment and Intervention. 7. Assessment and Treatment of Behavior Disorders Maintained by Nonsocial (Automatic) Reinforcement. 8. Threats to Internal and External Validity of Three Functional Assessment Procedures. PART II. FUNCTIONAL ASSESSMENT IN PRESCHOOL AND SCHOOL. 9. Prevention of Problem Behaviors in Preschool Children. 10. Assessment-based Interventions for Children with Emotional and Behavioral Disorders. 11. Analyzing Behavior Disorders in Classrooms. 12. Naturalistic Functional Assessment with Regular and Special Education Students in Classroom Settings. 13. Antecedent Curriculum and Instructional Variables as Classwide Interventions for Preventing or Reducing Problem Behaviors. PART III. NEW DIRECTIONS FOR FUNCTIONAL ASSESSMENT. 14. Functional Assessment for a Sex Offender Population. 15. Gerontology and Functional Analysis. 16. Two Case Studies of Functional Assessment and Functional Support: Idea Compliance and Capacity Building Issues. 17. Implications of Behavior State for the Assessment and Education of Students with Profound Disabilities. 18. Darwin, Skinner and the Concept of Reinforcement.
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