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Behavioral Support for Students with Severe Disabilities

Functional Assessment and Comprehensive Intervention

University of Oregon

Edward G. Carr

State University of New York-Stony Brook

Behavioral support for students with severe disabilities has undergone dramatic advances in the past 15 years. The goals of effective behavioral support, as well as the procedures for reaching those goals, have broadened. Two central advances have been procedures for conducting functional assessment and the design of comprehensive interventions. The research foundation for these advances, implications for clinicians, and future research directions are presented.

The Journal of Special Education, Vol. 31, No. 1, 84-104 (1997)
DOI: 10.1177/002246699703100108


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