<unk>  strives to use a system to understand what maintains an individual’s 
challenging behavior.  Students’ inappropriate behaviors are difficult to change because they are functional; they serve a purpose for the child.  These behaviors are<unk> ed by reinforcement in the environment.  Functional assessment clearly describes a behavior; identifies the contexts (events, times, and situation) that predict when behavior will and will not occur,  and identifies consequences that maintain the behavior.  It also summarizes and creates a hypothesis about the behavior, and directly observes the behavior and takes data to get a baseline.  The<unk>  process involves goal identification, information gathering, hypothesis development,<unk>  plan design, implementation and monitoring.
The criteria for treatment methods that work include:  feasibility, desirability, and effectiveness.  Treatment strategies are needed that teachers and parents are able and willing to use and that make an impact on the child’s ability to participate in community and school activities.<unk>  has increasingly been recognized as a strategy that meets these criteria.  By changing stimulus and reinforcement in the environment and teaching the child in their deficit skill set areas the student's behavior changes in ways that allow him/her to be included in the general education setting.  The three areas of deficit skills identified in the article were communication skills, social skills, and self management skills.  Re-directive therapy as<unk>  is especially effective in the parent child relationship.  Where other treatment plans have failed re-directive therapy allows for a<unk>  interaction between parents and children.<unk>  is successful in the school setting because it is primarily a teaching method (Swartz ,1999).
Positive behavior support
Drug intervention program
Mind–body intervention
Cognitive-behavioral therapy
Grief therapy
Neurolinguistic programming
Psychodynamic psychotherapy
Suicide psychotherapy