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> Chapter 1<br />
<br />
1. What are the characteristics of a well-def<strong>in</strong>ed behavior?<br />
2. Are each of the follow<strong>in</strong>g def<strong>in</strong>itions of behavior adequate? If not, then revise the<br />
def<strong>in</strong>ition to improve it.<br />
a. Non compliance = a child does not complete the <strong>in</strong>struction delivered by<br />
the experimenter with<strong>in</strong> 6 s of presentation of the <strong>in</strong>struction<br />
b. Stereotypy = flapp<strong>in</strong>g hands or arms, rock<strong>in</strong>g torso, jump<strong>in</strong>g and turn<strong>in</strong>g <strong>in</strong><br />
circles, wav<strong>in</strong>g, mouth<strong>in</strong>g<br />
c. Aggression = firmly grabb<strong>in</strong>g and pull<strong>in</strong>g on the experimenter or curs<strong>in</strong>g<br />
3. Read the follow<strong>in</strong>g behavioral def<strong>in</strong>itions and determ<strong>in</strong>e if you th<strong>in</strong>k the problem behavior<br />
<strong>in</strong> bold is well-def<strong>in</strong>ed. If your answer is “no,” change the problem behavior by<br />
def<strong>in</strong><strong>in</strong>g it appropriately.<br />
a. Tomika is very disrespectful <strong>in</strong> that she sasses her teachers when she does<br />
not want to do what they ask.<br />
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