Instruction in Functional Assessment, 2014a

More documents

Recommendations

Info

Instruction in Functional Assessment Glossary rates—limited A procedure to reduce an individual’s behavior by providing a reinforcer if the behavior occurs less than a maximum amount within a certain time interval e.g., only if less than 3 talk-outs occur during a class is a token delivered to the child. return rates—spaced responding A procedure to decrease but not eliminate behavior by providing a reinforcer following an instance of the behavior that occurred after a period of nonoccurrence e.g., to decrease someone who is excessively phone calling, only picking up after an interval when that person did not call. return rates (DRO) A procedure to eliminate challenging behavior by delivering a positive reinforcer following an interval of no occurrence of the challenging behavior (e.g., every 5 minutes when Jason does not suck his thumb praise and a candy are given to him). If the challenging behavior occurs then the interval starts over. return discrete trial training An approach to teaching new behaviors where trials involving presentation of an instruction, waiting for the individual’s response, and providing appropriate consequences is performed. environmental enrichment Entails enhancing the quality of the individual’s natural environment by adding increased access to preferred activities, people, or objects with variety and choices available. return extinction No longer providing the reinforcer maintaining the problem behavior such that that behavior is less likely in future situations (Martin & Pear, 2011). return extinction burst Whereby the behavior being extinguished gets ‘worse before it gets better.’ That is, emotional behaviors and aggression in addition to an increase in severity of the problem behavior may occur. return functionally equivalent replacement behavior A desirable behavior that serves the same purpose as the challenging behavior. return Functional Analysis An experimental method used to identify the maintaining variables for an individual’s challenging behavior. return return 148
Instruction in Functional Assessment Glossary Functional analysis case-based training (FACT) A FACT method incorporates a case-based learning approach, role play, simulation, and performance-based instruction as major instructional methodologies to establish and hone students’ knowledgebase and skills required to implement a functional analysis process. return Functional Communication Training (FCT) Teaching the individual to ask for (mand) stimuli, events, or people that serve the same function as the problem behavior. return functional replacement behavior A desirable behavior that serves the same purpose as the challenging behavior. return general case strategy Entails carefully identifying the relevant aspects of a situation and including a representative sample of those characteristics in your training program. return Transfer of training gains across setting, people, behaviors, and time. return inclusion The heterogeneous grouping of children for academic and social reasons, including children with disabilities. return indirect functional assessment Assessment measures used to gather information about a student from people who know the student, such as rating scales, interviews, and questionnaires. return Program (IEP) A legal document containing an individualized approach to the academic and social education of a student with a disability return . Individuals with Disabilities Education Improvement Act A federal law enacted in 2004 that mandates how educational professionals interact with students with disabilities and their families. return informed consent Parents and legal guardians must give written permission to professional for access to information, assessment, and treatment procedures. return 149
Page 1 and 2:
The Missing Link: An Introduction t
Page 3 and 4:
©2014 Marcie Desrochers & Moira Fa
Page 5 and 6:
Reviewer’s Notes Instruction in F
Page 7 and 8:
Table of Contents Preface Chapter 1
Page 9 and 10:
college students and pre-profession
Page 11 and 12:
Chapter 1 Challenging Behaviors of
Page 13 and 14:
Instruction in Functional Assessmen
Page 15 and 16:
Page 17 and 18:
Page 19 and 20:
Page 21 and 22:
Page 23 and 24:
Page 25 and 26:
Page 27 and 28:
Chapter 2 The Methodology of Functi
Page 29 and 30:
Page 31 and 32:
Page 33 and 34:
Page 35 and 36:
Page 37 and 38:
Page 39 and 40:
Page 41 and 42:
Page 43 and 44:
Page 45 and 46:
Page 47 and 48:
Page 49 and 50:
Page 51 and 52:
Page 53 and 54:
Page 55 and 56:
Page 57 and 58:
Page 59 and 60:
Page 61 and 62:
Page 63 and 64:
Page 65 and 66:
Page 67 and 68:
Page 69 and 70:
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
Page 79 and 80:
Chapter 5 Teaching Functional Analy
Page 81 and 82:
Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
Chapter 6 Functional Analysis Case
Page 91 and 92:
Page 93 and 94:
Page 95 and 96:
Page 97 and 98:
Page 99 and 100:
Page 101 and 102:
Page 103 and 104:
Page 105 and 106:
Page 107 and 108: Instruction in Functional Assessmen
Page 125 and 126: Chapter 7 Resources Focus Questions
Page 157: Instruction in Functional Assessmen
show all

Instruction in Functional Assessment, 2014a

Create successful ePaper yourself

Delete template?

Save as template?