Instruction in Functional Assessment, 2014a

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Acknowledgments The authors are extremely grateful for the encouragement, advice, and expertise provided by Mary Jo Orzech and Cyril Oberlander. Additionally, our reviewers, Drs. Henry Roane, BCBA-D and Joseph Pear, contributed many invaluable suggestions and comments that shaped the focus of our writing efforts and resulted in a far better product.
Chapter 1 Challenging Behaviors of Individuals with Developmental Disabilities Focus Questions: What are the characteristics and types of developmental disabilities? What are some of the major challenging behaviors that this population often engages in and how can they be defined and measured? What is the prevalence of challenging behavior of individuals with developmental disabilities? What risk factors are associated with the occurrence of challenging behaviors? What is applied behavior analysis and the principles that account for behavior? Understanding Developmental and Intellectual Disabilities Children and adults with developmental or INTELLECTUAL DISABILITY require the assistance of interdisciplinary professionals and parents to support their full development across adaptive areas. There are often many areas of need seen in a changing context across the individual’s lifespan. A developmental disability (Developmental Disabilities Assistance and Bill of Rights Act of 2000 PL 106-402) is a chronic mental and/or physical condition that occurs between 5 and 22 years-of-age and is likely to occur indefinitely [www. govtrack.us/congress/bills/106/hr4920] (Brown & Felce, 2007). For a diagnosis of developmental disabilities, the individual shows functional limitations in three or more categories of: self-care, receptive and expressive language, academic learning, mobility, self-direction, independent living, and economic self-sufficiency. The ability of individuals with developmental disabilities to interact with others in an appropriate manner, to take care of one’s self and one’s needs, and to maintain focus and active learning are critical skills. Failure to perform in a general education classroom is often linked to poor social skills (Salend,
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Chapter 5 Teaching Functional Analy
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Chapter 6 Functional Analysis Case
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Chapter 7 Resources Focus Questions
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