“This second edition offers the most complete and detailed explanation of FBA that exists in the field today. The presentation is innovative and practical, with case examples that help readers understand how concepts of assessment are transformed into evidence-based strategies for support and intervention. Students and professionals will gain expertise in the crucial topics of behavioral assessment and school-based behavior support. Crone, Hawken, and Horner have expanded and sharpened the descriptions in the first edition, and the result is a singular contribution of significant importance.”

—Glen Dunlap, PhD, College of Education, University of Nevada, Reno


“An outstanding resource for building the systems needed for individual behavior support. The new content in the second edition is outstanding, from teaching school personnel how to conduct brief FBAs to using the latest technology for more effective and efficient behavior support. This book belongs on the shelf of anyone interested in getting function-based support implemented well in school systems.”

—Kent McIntosh, PhD, Department of Special Education and Clinical Sciences, University of Oregon; Co-Director, OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports


“The updated second edition includes all of the tools and step-by-step examples of FBA-BSPs that were so valuable in the first edition, but also includes new information on technological advances in FBA, applications to academic concerns and preschool populations, and current trends in FBA. University trainers will find this an ideal text for coursework at both the undergraduate and graduate levels—it is essential reading for those preparing to make a difference as future educators.”

—Ruth A. Ervin, PhD, Department of Educational and Counselling Psychology and Special Education, University of British Columbia, Canada


“Now in a revised second edition, this book presents the next generation of strategies for implementing, supporting, and sustaining individual positive behavior supports in schools. I am impressed with the authors' comprehensive multilevel systems approach for embedding supports in typical school contexts. This is a 'must-have' work for practitioners who truly want to make a difference.”

—Linda M. Bambara, EdD, Special Education Program, Lehigh University