Instruction in Functional Assessment, 2014a
Instruction in Functional Assessment, 2014a
Instruction in Functional Assessment, 2014a
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<strong>Instruction</strong> <strong>in</strong> <strong>Functional</strong> <strong>Assessment</strong> Chapter 2<br />
Family Contribution to <strong>Assessment</strong> of the<br />
Individual’s Challeng<strong>in</strong>g Behavior<br />
Families play an essential role <strong>in</strong> provid<strong>in</strong>g necessary <strong>in</strong>formation for early detection<br />
and diagnosis, assessment, and are often <strong>in</strong>volved <strong>in</strong> implement<strong>in</strong>g <strong>in</strong>terventions (Friend<br />
& Cook, 2007). Early detection followed by <strong>in</strong>tervention provides the best chance of longterm<br />
beneficial outcomes for children with challeng<strong>in</strong>g behaviors (Shapiro & Batshaw,<br />
2013). Understand<strong>in</strong>g the family and their CULTURE is necessary when assess<strong>in</strong>g an <strong>in</strong>dividual’s<br />
challeng<strong>in</strong>g behavior. Cultural differences may <strong>in</strong>volve any comb<strong>in</strong>ation of age, race/<br />
ethnicity, social class, sex, language, religion, sexual orientation, ableness (special needs),<br />
regionality, and nationality. For <strong>in</strong>stance, a family may come from cultural contexts with<br />
very different viewpo<strong>in</strong>ts about education and appropriate child behaviors and this may be<br />
<strong>in</strong>volved with the occurrence of the <strong>in</strong>dividual’s challeng<strong>in</strong>g behaviors. The more different<br />
the cultural background of the family, the more likely that the <strong>in</strong>dividuals <strong>in</strong>volved will<br />
face cultural conflicts result<strong>in</strong>g from those differences (Brown, 2010). This is especially true<br />
when sensitive topics or cultural <strong>in</strong>cidents occur. Understand<strong>in</strong>g the family and the cultural<br />
context of the family is critical to a comprehensive assessment and treatment. Professionals<br />
must ensure that families are part of the process and strive to build a positive, strong partnership<br />
with the family.<br />
Ethical Considerations<br />
A number of ethical issues should be considered before undertak<strong>in</strong>g an FA. Ethical<br />
pr<strong>in</strong>ciples or procedures refer to rules that professions or organizations have specified to<br />
ensure survival of the culture (Sk<strong>in</strong>ner, 1953). Abid<strong>in</strong>g by ethical considerations protects<br />
the client and others and can contribute to high quality care for the person. The overarch<strong>in</strong>g<br />
ethical considerations are: do no harm, right to privacy, and INFORMED CONSENT. Several<br />
federal laws mandate assessment, evaluation, and <strong>in</strong>terventions with persons with disabilities,<br />
<strong>in</strong>clud<strong>in</strong>g Individuals with Disabilities Education Act, Americans with Disabilities<br />
Act, the Buckley Amendment of Families Equal Right to Privacy Act (FERPA) and other<br />
state and local policies. Professionals should be well-versed about these laws and policies<br />
and act accord<strong>in</strong>gly. Other ethical factors specific to the FA process <strong>in</strong>clude: <strong>in</strong>formed<br />
consent from the <strong>in</strong>dividual and family to perform FA and determ<strong>in</strong>e acceptability of<br />
treatment procedures, competence of the professional, adequate and appropriate behavior<br />
measures of basel<strong>in</strong>e, treatment, and post-treatment to allow objective and fair evaluation<br />
of treatment effectiveness, the choice of a least restrictive alternative or <strong>in</strong>tervention path,<br />
and the right to effective treatment based on research based <strong>in</strong>tervention practices. Table<br />
9 lists professional organizations <strong>in</strong> psychology and education that describe ethical guidel<strong>in</strong>es,<br />
pr<strong>in</strong>ciples, and procedures.<br />
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