Implementing Functional Behavior Assessment in Thailand. (September 2015)

• Record Type: Journal Article
• Authors: Opartkiattikul, Watinee; Arthur-Kelly, Michael; Dempsey, Ian
• Is Part Of: Intervention in school and clinic. Volume 51:Number 1(2015:Sep.)
• Page Start: 58
• Page End: 64
• Publication Date: 2015-09
• Subjects: functional behavior assessment -- Thailand -- inclusive classrooms -- teacher professional development; Learning disabled children -- Education -- Periodicals; Problem children -- Education -- Periodicals; Behavior disorders in children -- Periodicals; Special education -- Periodicals; 371.9
• DOI: 10.1177/1053451215577471
• Languages: English
• ISSNs: 1053-4512

Abstract

Thailand is aiming to improve special education practices, and inclusive education has been introduced and mandated by national laws in the past few years. However, inclusive practices are challenging for many Thai teachers and schools. Many teachers are unprepared to support students with diverse needs and to deal with behavior problems. To successfully support such students, teachers need to apply systematic and effective approaches. Functional behavioral assessment (FBA) is one such approach that may assist teachers in general classrooms. As FBA is a relatively new practice in Thailand, a contextualized approach is required. This article discusses several essential components in FBA implementation processes that need to be considered as well as an example of a research project that involved training Thai teachers in the use of FBA.