However, the interest in it was intensified greatly around 1997 because of amendments that were made to the Individuals with Disabilities Act. These particular amendments mandated that personnel at schools conduct functional assessments on any students that had behavioral problems which resulted in being expelled or dismissed, and that these assessments then be used to look for likely interventions that could help these students and others like them. Schools are also required to deal with in-service training of all of their personnel in ways that have a direct relationship to these functional assessment techniques.
There are many different ways to carry out a functional assessment, however, and the ideas that were created by researchers into the issue are subject to interpretation by the person carrying out the assessment. It is also important to note that the amendments that were made to the Act in 1997 did not specify what kind of functional assessment should be carried out or provide any kind of guidelines when it comes to the issue. Looking at the literature of others shows that there are limitations with functional assessment, including the way that disciplinary problems are handled and the willingness and ability of personnel at various schools to conduct that kind of functional assessment (Cone, 1997; Nelson, Roberts, Rutherford, Mathur, & Aaroe, 1999).
Cone (1997) shows that there are many different issues that surround the application of functional assessments, and that these include distinctions in terminology, how adequate the actual assessment methods are, the difficulties that can potentially come from teaching personnel to conduct functional assessments, and other significant issues. Consistent with the work done by Cone (1997), other studies that are more recent have shown that most administrators in special education and most psychologists that work in schools support the use of functional assessment techniques, but that many of them are uncertain as to the value that these assessments really have when dealing with the creation of interventions for students that are high on the problem-behavior scale, as well as those that cause less difficulties (Nelson, Roberts, Rutherford, Mathur, & Aaroe, 1999).
Nelson et al., (1999) also raise the questions as to whether personnel at many schools are willing to use this assessment technique, whether they are capable of using it properly, and whether the concept of functional assessment in actually used correctly where interventions are concerned. Many different conceptual articles have raised this issue (Cone, 1997; Nelson, Roberts, Mathur, & Rutherford, 1999). Naturally, not all of the research findings that are discussed will correlate with everything that is being done by professionals, and so opinions differ on the issue to some extent. However, there is a great deal of literature that focuses on or addresses to some extent the issue of functional assessment, and much of the literature that is available provides one of the most common and best suited means for making a determination as to whether functional assessment has a great degree of value, not just from an empirical standpoint but from the standpoint of those that work in the field as well. It is important to study both research that has been done and also whether functional assessment seems to work well in the field.
There have been several reviews of functional assessments that have been conducted in school settings (Blakeslee, Sugai, & Gruba, 1994; Dunlap & Childs, 1996; Lane, Umbreit, & Beebe-Frankenburger, 1999; Nelson, Roberts, Mathur, & Rutherford, 1999). As an example, Nelson, Roberts, Mathur, and Rutherford (1999) reviewed 97 other studies that dealt with functional assessment. Information was taken from these studies that appeared in various different journals and involved 23 school-based studies. These studies were all conducted and the findings published from 1989 to 1997. However, no truly comprehensive review of functional assessment studies based on schools has actually appeared. This makes it unclear as to whether many of the conclusions that were based on selected studies would still be valid if all of the school-based studies that were available were to be considered. This would have to include the studies that appeared in psychological journals that revolved around school psychology.
RECOMMENDATIONS AND APPLICATIONS TO THE FIELD OF REHABILITATION
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