Instruction in Functional Assessment, 2014a
Instruction in Functional Assessment, 2014a
Instruction in Functional Assessment, 2014a
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Chapter 1<br />
Challeng<strong>in</strong>g Behaviors<br />
of Individuals with<br />
Developmental Disabilities<br />
Focus Questions:<br />
<br />
<br />
<br />
<br />
<br />
What are the characteristics and types of developmental disabilities?<br />
What are some of the major challeng<strong>in</strong>g behaviors that this population often<br />
engages <strong>in</strong> and how can they be def<strong>in</strong>ed and measured?<br />
What is the prevalence of challeng<strong>in</strong>g behavior of <strong>in</strong>dividuals with developmental<br />
disabilities?<br />
What risk factors are associated with the occurrence of challeng<strong>in</strong>g behaviors?<br />
What is applied behavior analysis and the pr<strong>in</strong>ciples that account for behavior?<br />
Understand<strong>in</strong>g Developmental and<br />
Intellectual Disabilities<br />
Children and adults with developmental or INTELLECTUAL DISABILITY require the assistance<br />
of <strong>in</strong>terdiscipl<strong>in</strong>ary professionals and parents to support their full development across<br />
adaptive areas. There are often many areas of need seen <strong>in</strong> a chang<strong>in</strong>g context across the<br />
<strong>in</strong>dividual’s lifespan. A developmental disability (Developmental Disabilities Assistance<br />
and Bill of Rights Act of 2000 PL 106-402) is a chronic mental and/or physical condition<br />
that occurs between 5 and 22 years-of-age and is likely to occur <strong>in</strong>def<strong>in</strong>itely [www.<br />
govtrack.us/congress/bills/106/hr4920] (Brown & Felce, 2007). For a diagnosis of developmental<br />
disabilities, the <strong>in</strong>dividual shows functional limitations <strong>in</strong> three or more categories<br />
of: self-care, receptive and expressive language, academic learn<strong>in</strong>g, mobility, self-direction,<br />
<strong>in</strong>dependent liv<strong>in</strong>g, and economic self-sufficiency. The ability of <strong>in</strong>dividuals with developmental<br />
disabilities to <strong>in</strong>teract with others <strong>in</strong> an appropriate manner, to take care of one’s<br />
self and one’s needs, and to ma<strong>in</strong>ta<strong>in</strong> focus and active learn<strong>in</strong>g are critical skills. Failure<br />
to perform <strong>in</strong> a general education classroom is often l<strong>in</strong>ked to poor social skills (Salend,