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…

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,…

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)

This monograph discusses development and implementation of positive behavioral intervention plans with students who have emotional and/or behavioral disorders. It focuses on four steps of a 10-step methodology using functional behavioral assessment and intervention. Emphasis is on the use of positive behavioral intervention plans and supports as…

The amendments to the Individuals with Disabilities Act of 1997 (IDEA '97) established a number of expectations regarding how the behavioral needs of students with disabilities would be met and how they should be disciplined. These expectations included alternative behavioral assessment strategies (e.g., functional behavioral assessments,…

This article reviews and analyzes the functional behavioral assessment (FBA) requirements of the Individuals with Disabilities Education Act (IDEA) of 1997 and its regulations. It explores school district obligations under the law, including the need for training faculty to conduct FBAs, adhere to the procedures of IDEA, and provide quality…