No!+The+Issues

=Issues with Implementing FBAs in a general education setting=

> > Terrence Scott et al (2008) write, “…this legislation has not defined the key features of FBA and has provided little guidance for how such procedures should be completed in a public school setting. As a result, recent evidence suggests that the FBAs in schools are conducted either with such a lack of rigor and logic as to be worthless or with such complexity and formality as to be unrealistic for the typical school setting” (p. 39). > If a teacher does conduct an FBA, it is unlikely to be as thorough as they are intended to be due to the lack of time a teacher has to give one student. > > Scott et al (2008) summarize the problem saying, “recent evidence suggests that the FBAs in schools are conducted either with such a lack of rigor and logic as to be worthless or with such complexity and formality as to be unrealistic for the typical school setting” (p. 39) > > Piling on more new tasks to teachers who already have a full plate can result in frustration. They may comply and do as they are told, but it is likely to not be their best work. Teacher training will have to take place as well. > > Scott et al (2004) write, “we submit that strategies that are not realistic, despite their validity, will be ignored or inadequately applied” (p. 196). > > Due to time constraints, many schools are only using the indirect methods of assessment rather than direct. Many of the articles reviewed on this topic warn against using only indirect assessments as they are not "best practices" by themselves. > > Cooper et al (2007) warn of the problems with indirect assessments saying, “A major limitation of indirect FBA is that informants may not have accurate and unbiased recall of behavior and the conditions under which it occurred, or be able to report such recollections in a way that conforms to the requirements of the question” (p. 510). >
 * 1) LACK OF GUIDANCE--The IDEA Amendment did not define HOW to implement the FBA in a school setting and leaves the school with little guidance.
 * 1) TIME--Who has it?
 * 1) CHANGE--Will the staff accept this new task and responsibility?
 * 1) RELIABILITY--Is the data worth collecting and analyzing?