The purpose of this research was to review current status of functional assessment in methods, effects, and issues and to suggest implications and future directions of the assessment. In this research, it was found that it is easy for teachers to conduct functional assessment, but difficult to identify functions of problem behaviors, using interview and observation methods. Functional assessment using experimental functional analysis was also found to be difficult due to limited time and resources in school settings even if it is effective in identifying functions of problem behaviors. Thus, this study suggests that research is needed to develop procedures for experimental functional analysis which classroom teachers can implement easily in daily routine activities. This study also suggests multi-dimensions, multi-systems based functional assessment and intervention for providing supportive and effective intervention services to children with problem behaviors.
Ⅲ. 기능사정의 목적과 단계