The Behavioral Assessment and Intervention Mandates of the 1997 Amendments to IDEA and Implications for Special Education Programs

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dc.contributor.authorPratt, Jena Whitley
dc.contributor.committeeMemberShields, Patricia M.
dc.contributor.committeeMemberGarofalo, Charles P.
dc.contributor.committeeMemberMcKinney, Audrey
dc.date.accessioned2006-03-24T20:12:12Z
dc.date.available2012-02-24T10:15:08Z
dc.date.issued2000-12
dc.descriptionAn Applied Research Project Submitted to the Department of Political Science, Southwest Texas State University, in Partial Fulfillment for the Requirements for the Degree of Masters of Public Administration, Fall 2000.
dc.description.abstractJames McGrew Research Award Winner. Public education has always been a hot topic in United States politics, and remains one of the areas of public administration in most need of reform. The 1997 Amendments to the Individuals with Disabilities Education Act (IDEA '97), like most education reform efforts of the 1990s, placed emphasis on assessment and accountability in the special education programs throughout the country. One mandate of IDEA '97 requires that students in special education programs be given functional behavioral assessments and have behavior intervention plans developed for them if behavior problems exist that are destructive to their learning environment or to the learning environment of others. This study explores the behavioral assessment and intervention mandates of IDEA '97. The purposes of this research are to identify elements of a practical ideal type special education program with regards to treating problem behavior according to IDEA '97 and to use this practical ideal type to gauge whether Texas public schools are in compliance based on the perceptions of Special Education Directors statewide. Furthermore, this study explores the perceptions of these same Directors on how the implementation of the IDEA '97 mandates has progressed in Texas public schools. Survey research was determined the best method to gather statewide data to fulfill the research purposes and surveys were mailed to every Special Education Director in Texas. The findings indicate from the perspective of these Directors that Texas public schools are in compliance with the IDEA '97 behavioral assessment and intervention mandates. Also, the findings suggest that in meeting compliance, schools were faced with challenges that include primarily resource issues of time and funding.
dc.description.departmentPublic Administration
dc.formatText
dc.format.extent76 pages
dc.format.extent42 pages
dc.format.medium2 files (.pdf)
dc.identifier.citationPratt, J. W. (2000). The behavioral assessment and intervention mandates of the 1997 amendments to IDEA and implications for special education programs. Masters of Public Administration, Texas State University, San Marcos, Texas.
dc.identifier.urihttps://hdl.handle.net/10877/3605
dc.language.isoen
dc.subjectIdea Act Amendments 1997
dc.subjectspecial education
dc.subjectTexas public schools
dc.subjectPublic Administration
dc.titleThe Behavioral Assessment and Intervention Mandates of the 1997 Amendments to IDEA and Implications for Special Education Programs
dc.typeApplied Research Project

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