Instruction in Functional Assessment, 2014a

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About the Textbook Instruction in Functional Assessment introduces learners to functional assessment (FA), which includes a variety of assessment approaches (indirect, observational, and experimental) for identifying the cause of an individual’s challenging behavior for the purpose of designing effective treatments. FA is mandated by federal law and is a recognized empirically based approach to treatment of individuals with challenging behaviors (e.g., disruptive, selfinjurious, and aggressive behaviors). Instruction in FA is essential for students who will one day enter professions as educators, psychologists, social workers, counselors, or mental health professionals. The purpose of this textbook is to provide instruction in FA skills for pre-professionals in the fields of education and psychology. This supplemental resource provides the context, background, and knowledge to facilitate students’ acquisition of the methods, decisionmaking, and skills involved in conducting FA. Each chapter begins with focus questions designed to promote reflective thinking and ends with discussion questions. To promote application of FA in diverse situations and teach important lessons, case studies of individuals with challenging behaviors, interactive activities, and opportunities for practice are embedded in the chapters. Moreover, the text includes the ingredients to facilitate students’ role play and rehearsal of appropriate FA skills while working in cooperative groups and using performance-based training. About the Authors Marcie Desrochers earned her Ph.D. in experimental psychology from the University of Manitoba with specialization in developmental disabilities, applied behavior analysis, and computer applications in psychology. She is a board certified behavior analysis at the doctoral level (BCBA-D). Dr. Desrochers is an Associate Professor of Psychology at The College at Brockport, State University of New York. Marcie Desrochers has conducted research on teaching functional assessment and evaluating the effectiveness of a computer simulation program called Simulations in Developmental Disabilities. Marcie has extensive experience teaching undergraduate and graduate students, and supervising students and practitioners in the field. Dr. Moira Fallon earned her Ph.D. in Educational Foundations from the University of New Mexico with specialties in cognitive development and special education. She has over thirty years of experience in the field of special education in public schools. She holds certifications from several states in learning disabilities, behavior disabilities, early intervention, and assistive technology. Dr. Fallon has published widely in issues of inclusion and advocacy for individuals with disabilities. Dr. Moira Fallon has been a leader in developing learning communities, promoting school leaders for continuous improvement, and identifying research based, supportive resources for improving professional skills. She is a Professor in the Department of Education and Human Development at The College at Brockport, State University of New York.
Reviewer’s Notes Instruction in Functional Assessment is a resource for students who plan to pursue a career in education, mental health, and related disciplines. Dr. Marcie Desrochers has expertise in the area of functional assessment, applied behavior analysis, and treatment of behavior disorders. Dr. Moira Fallon possesses expertise in the area of inclusive education and curricula design. Together, they have been able to combine their knowledge and skills to describe the application of functional assessment in educational settings. The resulting work expertly details a complex clinical procedure, functional assessment, by providing important introductory material such as the cause and prevalence of behavior disorders, the behavioral principles that underlie functional assessment, and practical considerations for conducting a functional assessment. The material is based on empirically-supported research, and the authors present the information in a well-written and easy to follow format. In addition, the text offers focus questions to serve as identifiers for critical information presented within each chapter. Case examples and role-play scenarios are also included to facilitate student acquisition of the material. Unlike other reviews or functional assessment, this book is very process-focused and places an emphasis on linking assessment outcomes to intervention development—a socially relevant outcome for any child or educator who is affected by challenging behavior. This is a highly recommended text and one that I plan to use in my own practice. Henry S. Roane, Ph.D. The G. S. Liptak Professor of Child Development, Department of Pediatrics, Upstate Medical University Dr. Roane received his Ph.D. in Psychology with an emphasis on Applied Behavior Analysis from Louisiana State University in 2000. He is a former Associate Editor for the Journal of Applied Behavior Analysis ( JABA) and serves on the editorial boards of five professional journals. Dr. Roane previously served on the Board of Directors for the Behavior Analysis Certification Board (BACB) and presently serves on the Board of Directors for the Society for the Experimental Analysis of Behavior. Dr. Roane has published 70 papers in various peer-reviewed journals and books and has given over 200 presentations at national and international conferences. He research and clinical work focuses on the assessment and treatment of challenging behavior displayed by individuals with developmental disabilities.
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Instruction in Functional Assessment, 2014a

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