Functional Assessment and Intervention System

Paper Summary:

This paper identifies and evaluates the assessment evaluation test called FAIS, or Functional Assessment and Intervention System, as it relates to English language learner (ELL) students. The paper concludes that functional assessment and intervention systems offer a new guiding light for the future of ELL students and, as a result, all schools should be prepared to meet the challenge of an increasingly diverse student population, including many students who are not proficient in English.

From the Paper:

"Other problems affecting a functional assessment of ELL learners would have to do with student absences due to illness, suspension, an inability to meet with parents or siblings, or school cancellations. The lack of an individual functional analysis is a criticism that could be directly applied to the ELL student, because in their case, a better intervention plan could be written based on an individual analysis only. Research estimates that the future of "bilingual education" will directly affect one out of four public school students and have a significant impact on almost every school (E-Source Online, 2005). In such cases, interventions derived from functional assessment could also be subjected to further experimental tests, including an analysis of variables in single-participant designs (Schcill, 1996). Finally, during the process of implementing a functional assessment and intervention system, teachers and educators must develop multi-step programs that utilize existing skills and the theory that knowledge of the functions causing learning problems can be used to shape more effective learning potential."

Sample of Sources Used:

• CECP. (2000). Overview of Functional Behavioral Assessment. Retrieved March 17, 2006 from CECP's Creating Positive Behavioral Intervention Plans and Supports Online Web site: http://cecp.air.org/fba/problembehavior3/overview3.htm
• E-Source Online. (2005). Backgrounder: Bilingual Education in California, 1998-2005. Retrieved March 14, 2006 from E-Source Online Web site: http://ww.edsource.org/pub_bi_edu.cfm
• Schcill, M.T., Kratochwill, T.R. & Gardner, W.I. (1996). Conducting a Functional Analysis of Behavior. Behavioral approach to assessment of youth with emotional/behavioral disorders: A handbook for school-based practitioners (pp. 83-180).

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