2000•Journal of Positive Behavior InterventionsRequires access
Applying Positive Behavior Support and Functional Behavioral Assessment in Schools
George Sugai, Robert H. Horner, Glen Dunlap, Meme Hieneman, Timothy J. Lewis, C. Michael Nelson, Terrance M. Scott, Carl J. Liaupsin, Wayne Sailor, Ann P. Turnbull, H. Rutherford Turnbull, Donna Wickham, Brennan L. Wilcox, Michael B. Ruef
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Abstract
Positive behavior support (PBS) and functional behavioral assessment (FBA) are two significant concepts of the 1997 amendments to the Individuals with Disabilities Education Act. These two concepts are not new, but they are important for improving the quality of efforts to educate children and youth with disabilities. The purposes of this article are to describe (a) the context in which PBS and FBA are needed and (b) definitions and features of PBS and FBA. An important message is that positive behavioral interventions and supports involve the whole school, and successful implementation emphasizes the identification, adoption, and sustained use of effective policies, systems, data-based decision making, and practices. Systems-level challenges are also discussed.