Biobehavioral state assessment is an area of research and classroom application with important implications for students with profound disabilities, their families, and teachers. The authors review research related to the foundations of state assessment, its uses with typically and atypically developing infants, and related studies on individuals with profound disabilities. Specific studies are reviewed concerning the development of state assessment procedures for individuals with profound disabilities and their adaptations and implications for classroom use. Possible future research suggestions are offered as well.
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