The disciplinary regulations of the Individuals with Disabilities Education Act Amendments of 1997 imposed new demands on educators. These include the requirement to conduct functional behavioral assessments for students with disabilities in public school settings prior to certain disciplinary practices, and to conduct these assessments as a basis for developing behavior intervention plans. In this article, we examine the logistics of instilling this new routine in schools from a systems change perspective. It is argued that effecting such change requires that planners (a) carefully assess the attitudes and beliefs of school staff and (b) use the knowledge gained from such assessments to construct policies and training agendas that precorrect for these barriers. Suggested strategies for accomplishing this are illustrated.
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