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 />
b. Paula engages <strong>in</strong> <strong>in</strong>appropriate <strong>in</strong>teractions with her peers by be<strong>in</strong>g quiet<br />
and disagreeable.<br />
c. Inappropriate vocalizations that Ternia says <strong>in</strong>clude loud or high-pitched<br />
statements such as “No!” and “I want to go home.”<br />
4. Def<strong>in</strong>e teas<strong>in</strong>g.<br />
<br />
Behavior<br />
With a partner, go to a public location (e.g., cafeteria, library, build<strong>in</strong>g hallway or courtyard)<br />
and identify a behavior that one or many <strong>in</strong>dividuals are display<strong>in</strong>g. Be sure that the<br />
behavior occurs fairly frequently (e.g., at least once per m<strong>in</strong>).<br />
1. Behaviorally def<strong>in</strong>e the behavior.<br />
2. Indicate how to measure it (e.g., frequency, duration, latency, permanent product).<br />
Select a data sheet from Chapter 7 templates.<br />
3. You and your partner should <strong>in</strong>dependently measure it.<br />
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