Instruction in Functional Assessment, 2014a
Instruction in Functional Assessment, 2014a
Instruction in Functional Assessment, 2014a
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<strong>Instruction</strong> <strong>in</strong> <strong>Functional</strong> <strong>Assessment</strong><br />
Glossary<br />
case-based learn<strong>in</strong>g<br />
Involves presentation of a real-world<br />
problem for students to def<strong>in</strong>e and solve<br />
dur<strong>in</strong>g <strong>in</strong>struction.<br />
challeng<strong>in</strong>g behaviors<br />
Problem behaviors that are pervasive<br />
and persistent, which do not respond to<br />
usual methods of <strong>in</strong>tervention.<br />
conditional probability analysis<br />
To aide <strong>in</strong> determ<strong>in</strong><strong>in</strong>g the ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g<br />
variable(s) for an <strong>in</strong>dividual’s challeng<strong>in</strong>g<br />
behavior, the degree of correspondence of<br />
particular antecedents and consequences<br />
with the occurrence of the challeng<strong>in</strong>g behavior<br />
are calculated.<br />
cont<strong>in</strong>uous record<strong>in</strong>g<br />
All occurrences and durations of the<br />
<strong>in</strong>dividual’s behavior are recorded dur<strong>in</strong>g an<br />
observation session.<br />
Council for Exceptional Children<br />
The professional organization for<br />
teachers who work with students with<br />
disabilities.<br />
culture<br />
return<br />
return<br />
return<br />
return<br />
return<br />
Socially transmitted characteristics,<br />
patterns, and beliefs of a group of people.<br />
demand fad<strong>in</strong>g<br />
To decrease an <strong>in</strong>dividual’s challeng<strong>in</strong>g<br />
behavior ma<strong>in</strong>ta<strong>in</strong>ed by escape from demands,<br />
demands are <strong>in</strong>itially removed, then,<br />
as the challeng<strong>in</strong>g behavior rema<strong>in</strong>s low,<br />
demands are gradually re<strong>in</strong>troduced.<br />
return<br />
deprivation<br />
Not hav<strong>in</strong>g someth<strong>in</strong>g <strong>in</strong> a long while.<br />
To <strong>in</strong>crease the probability of a behavior<br />
that results <strong>in</strong> a particular re<strong>in</strong>forcer, conditions<br />
of deprivation are <strong>in</strong>creased.<br />
return<br />
<br />
Re<strong>in</strong>forc<strong>in</strong>g desirable behaviors and not<br />
other <strong>in</strong>appropriate behaviors.<br />
return<br />
<br />
alternative behavior<br />
A procedure to elim<strong>in</strong>ate an <strong>in</strong>dividual’s<br />
challeng<strong>in</strong>g behavior by provid<strong>in</strong>g re<strong>in</strong>forcement<br />
follow<strong>in</strong>g desirable behavior.<br />
return<br />
<br />
<strong>in</strong>compatible behavior<br />
A procedure to elim<strong>in</strong>ate an <strong>in</strong>dividual’s<br />
challeng<strong>in</strong>g behavior by provid<strong>in</strong>g re<strong>in</strong>forcement<br />
follow<strong>in</strong>g a behavior that cannot<br />
occur at the same time as the challeng<strong>in</strong>g<br />
behavior e.g., re<strong>in</strong>force talk<strong>in</strong>g at conversational<br />
level <strong>in</strong>stead of shout<strong>in</strong>g.<br />
return<br />
return<br />
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