Abstract

Students with Autism Spectrum Disorder (ASD) provide unique challenges to educators, requiring the provision of individualised, inclusive education into mainstream State Schools. The integration of such students is complicated when they display challenging behaviour which often restricts performance in educational environments. Functional Behavioural Assessment (FBA) presents a robust basis for contextualised data-collection which can aid in development proactive and comprehensive multi-element interventions to facilitate positive changes in the challenging behaviour of students with ASD. Recent research has questioned the preparedness of educators to apply FBA data-collection techniques. Such questions are raised on the basis that FBA methodologies require specialised training which, when absent, may prevent the adoption of FBA by educators. The results of both studies indicated that a large number of participants had not received any training into FBA and confirmed the presence of inter-role variability in FBA knowledge. Results also demonstrated the presence of errors in the application of FBA data-collection technologies when compared to best-practice guidelines. The presence of specific barriers which may prevent the successful translation of FBA data-collection are discussed, along with clinical/educational implications and directions for future research.

Year Manuscript Completed

2016

Disciplines

Disability and Equity in Education | Educational Methods | Special Education and Teaching

Keywords

Autistic children; Education; autism spectrum disorder; functional assessment applications

Primary Language of Manuscript

EN

01Front.pdf (88 kB)

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