Implementing Functional Assessment–Based Interventions in Secondary Settings: Strategies for Overcoming Barriers

Abstract

Secondary students with specific learning disabilities (SLD) can often demonstrate skill deficits and problem behaviors in general education classes. Teachers generally understand how to implement intensive interventions, yet may not know how to address skill deficits and off-task behaviors using a function-based approach or may encounter barriers to implementation. In this article, we present barriers to implementation that may occur in secondary settings. To help educators make decisions, we offer recommendations and resources to overcome these barriers to implementing functional assessment-based interventions in secondary schools.