Instruction in Functional Assessment, 2014a

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Instruction in Functional Assessment Chapter 7 For the purposes of this book, we have chosen to take an inclusive and interdisciplinary approach. We view challenging behaviors as the focus of professionals’ analysis and intervention. Clients or students are not problems, but rather coping as best as possible in their environment. Most often these challenging behaviors serve a communication function. These individuals need interdisciplinary professionals who assist them and their families to effectively learn new desirable behavior. This blended, interdisciplinary approach is person centered and proactively supports the family and the child using effective functional assessment processes and approaches. The following materials may be helpful either as secondary sources of information for teaching FA, or as performance-based resources that go further in depth in developing students’ FA knowledge and skills. Blank Templates Functions of Behavior Template List some examples of challenging behaviors that serve the function indicated in the cells below. Sensory/Automatic To Avoid/Escape To Obtain Social Tangibles Adapted from Umbreit, J., Ferro, J., Liaupsin, C. J., & Lane, K. L. (2007). Functional behavioral assessment and function-based intervention: An effective, practical approach. Upper Saddle River, NJ: Pearson Press. Figure 5.3, page 84. Functionally-equivalent replacement behaviors Sensory/Automatic To Avoid/Escape To Obtain Social Tangibles 116
Instruction in Functional Assessment Chapter 7 Practicing Observation Systems Template Frequency: Count the number of times the target behavior occurs during a pre-determined amount of time (i.e. in a 1 min period of time, the student lifted his eyes from the paper and looked out the window 3 times). Target Behavior: Start Time: End Time: Frequency Count: Duration Recording: This is the amount of time the target behavior lasts from beginning to end of behavior (i.e., the amount of time a tantrum lasts without interference). This recording is done over a longer period of time (i.e., during all of reading time or over one study period repeating the recording every time the target behavior occurs). Target Behavior: Start Time: End Time: Total Duration: Latency Recording: This is the amount of time before a target behavior starts after a cue or prompt to begin is given (i.e., the teacher says “Begin”) and the amount of time before a student actually starts working. This recording is done over a longer period of time (i.e., during all of reading time or over one study period), repeating the recording every time the target behavior occurs. Target Behavior: Start Time: 117
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The Missing Link: An Introduction t
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©2014 Marcie Desrochers & Moira Fa
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Reviewer’s Notes Instruction in F
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Table of Contents Preface Chapter 1
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college students and pre-profession
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Chapter 1 Challenging Behaviors of
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Instruction in Functional Assessmen
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Chapter 2 The Methodology of Functi
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Instruction in Functional Assessment, 2014a

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