Teachers' Resistance to the Implementation of Functional Behaviour Assessment: Implications for School Administrators

Abstract

The aim of this paper is to analyse the factors which explain teachers' resistance to the implementation of functional behaviour assessment (FBA). The implications for provision of adequate administrative support that will reduce or prevent resistance are identified and briefly discussed.

Citation

Ntinas, K. (2008), "Teachers' Resistance to the Implementation of Functional Behaviour Assessment: Implications for School Administrators", Tizard Learning Disability Review, Vol. 13 No. 2, pp. 10-14. https://doi.org/10.1108/13595474200800013