Functional behavioral assessment: Implications for training and staff development

As Nelson, Roberts, Mathur, and Rutherford (1998) have noted, the evidence supporting functional assessment of students with mild disabilities in typi cal classrooms is limited. While common sense tells us that the usefulness of these procedures ultimately will be determined on the basis of student o utcomes, we are concerned that teachers will not embrace the methodology. F urthermore, without appropriate training and support, we fear that they wil l not be able to implement it in a way that will ensure its effectiveness. In this article, we discuss some difficulties that may be anticipated in fa cilitating teachers' use of functional assessment procedures. We suggest st rategies for promoting acceptance of the process and for providing training and technical assistance to support its appropriate implementation.