Function-Based Interventions for Children With Challenging Behavior

被引：72

作者：

Dunlap, Glen ^{[1
]}

Fox, Lise ^{[1
]}

机构：

[1] Univ S Florida, Dept Child & Family Studies, Tampa, FL USA

来源：

JOURNAL OF EARLY INTERVENTION | 2011年 / 33卷 / 04期

关键词：

challenging behavior; function-based interventions; functional assessment; positive behavior support; YOUNG-CHILDREN; SUPPORT; MODEL; DISABILITIES; STUDENTS; AUTISM; RISK;

D O I：

10.1177/1053815111429971

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

It is now axiomatic that challenging behaviors are defined more profitably by their functions (their motivations) than by their topographies (what they look like). The notion that challenging behaviors can be defined on the basis of their function has led in the past 30 years to a dramatically reconfigured approach to assessment and intervention. This article provides a description of the conceptual and historical foundations of function-based interventions, with an emphasis on the significance of these developments for the field of early childhood intervention. In addition, the authors consider some of the major issues related to challenging behaviors for current practice and future research.

引用

页码：333 / 343

页数：11

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