Dr. Tim Lewis provides his reflections on his career working as a researcher-teacher to address the issues of children with challenges. Dr. Lewis also provides his advice for those entering the field.

Students with emotional and behavioral disorders (EBD) consistently lag behind their peers academically and behaviorally, are likely to be excluded from school, drop out more frequently, and face higher incarceration rates and a host of other negative outcomes as adults. Federal policy has played a key role in (a) ensuring that students with…

Functional behavior assessments (FBAs) and behavior intervention plans (BIPs) are critical components in the education of students with, or at risk for, emotional disturbance (ED). The purpose of this article is to compare the legal requirements with the professional requirements for FBAs and BIPs. The comparison is first according to the…

Academic expectations are often antecedents for various types of inappropriate classroom behavior for students with challenging behavior. Effective interventions for managing these behaviors must involve techniques that combat academic refusal. Addressing the underlying issues of resistance or refusal to perform academically in school using…

Sixteen general and special education teachers were randomly assigned to one of four teams that were to make manifestation determinations using two different "hidden profiles" case studies based on students with an emotional behavioral disability. One case study was constructed to support a decision of the behavior not being a…

This qualitative semi-structured open-ended protocol research study provided information on middle school general educators' perceptions of barriers impeding completion of training on the FBA/PBIP, and the methods they perceived that could remove the barriers from the perspective of general educators as self-directed adult learners. The…

Assessment and identification of children with emotional and behavioral disorders (EBD) is complex and involves multiple techniques, levels, and participants. While federal law sets the general parameters for identification in school settings, these criteria are vague and may lead to inconsistencies in selection and interpretation of assessment…

In this chapter, we provide an overview of the characteristics, content, procedures, processes, and outcomes of effective educator preparation programs for teachers of students with behavioral disorders (BD). We emphasize the need for teachers of students with BD to be fluent with the identification and application of evidence-based practices and…

The Individuals with Disabilities Education Act (IDEA) 2004 permits the use of a process, Response to Intervention (RTI), based on a child's response to scientific, research-based intervention in the evaluation of students suspected of having specific learning disabilities. Many school districts throughout the country are working to incorporate…

This article outlines a proactive framework for preventing and remediating challenging behaviors in preschool- and elementary-aged children through the implementation of functional behavioral assessments and the disciplinary provisions outlined in the Individuals with Disabilities Education Act of 1997. The model requires assessing environments,…

In light of the discipline provisions of the Individuals with Disabilities Education Act emphasizing functional assessments and positive behavioral interventions as well as new responsibilities for the Individualized Education Program team, this article discusses the problems that school divisions are encountering when implementing these…

This monograph is a guide to positive behavioral intervention and support (PBIS) and functional behavioral assessment (FBA) in the special education of students with behavior disorders as emphasized in the 1997 amendments to the Individuals with Disabilities Act (IDEA 97). An introduction explains that positive behavioral support represents the…

This brief report provides an analysis of survey data collected from 45 states and territories about policies, procedures, and guidelines related to Functional Behavioral Assessment (FBA), plans to develop or revise policy in this area, and technical assistance needs related to FBA, especially for students who exhibit behavior that interferes with…

Addresses functional behavioral assessment (FA) concerns within the context of speculation about the possible functions served by mandating the use of FA in 1997 amendments to the Individuals with Disabilities Education Act. Suggests that the nature of public policy may deserve as much attention as research findings. (Author/CR)

This article addresses two types of issues related to policy decisions. First, it examines policy as it relates to the logistics of conducting an FBA. Second, it discusses issues related to proactively preventing serious behavior from occurring in schools. (Contains 13 references.) (CR)