Recent developments in the field of autism and related disabilities have included two prominent themes: (a) the emergence of functional assessment (FA) as a requisite step in behavioral support and (b) a growing acknowledgment that families represent the most essential resource for the social, intellectual, emotional, and behavioral development of their children. In the vast majority of cases, families are the most committed, enduring, and knowledgeable source of personal support available for their children. Therefore, families are considered vital contributors in the educational process and, increasingly, in the application of FA and assessment-based behavioral interventions. This article provides a discussion of family involvement in the process of FA and offers some key considerations pertinent to the appropriate and optimal incorporation of families in the FA and intervention process.
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