Instruction in Functional Assessment, 2014a

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Instruction in Functional Assessment Chapter 1 b. Paula engages in inappropriate interactions with her peers by being quiet and disagreeable. c. Inappropriate vocalizations that Ternia says include loud or high-pitched statements such as “No!” and “I want to go home.” 4. Define teasing. Behavior With a partner, go to a public location (e.g., cafeteria, library, building hallway or courtyard) and identify a behavior that one or many individuals are displaying. Be sure that the behavior occurs fairly frequently (e.g., at least once per min). 1. Behaviorally define the behavior. 2. Indicate how to measure it (e.g., frequency, duration, latency, permanent product). Select a data sheet from Chapter 7 templates. 3. You and your partner should independently measure it. 14
Instruction in Functional Assessment Chapter 1 4. Compare your data with your partner’s. Did you agree on all occurrences of the behavior? Why or why not? How could you improve your definition of the behavior? Exercise 3: Practice in Identifying Behavioral Principles Next, determine for each of the following if this is an example of positive or negative reinforcement. 1. Sally receives a point on her score card for making a perfect shot in basketball. She is shooting baskets better than ever. Positive Reinforcement Negative Reinforcement 2. A child is in the dentist’s seat and when the dentist goes to insert a tool in his mouth, the child shakes his head and says, “No!” The dentist removes the tool and moves away from the child. The dentist always has a hard time with this little fellow. Positive Reinforcement Negative Reinforcement 3. Frederick is a teenager with an obesity problem who joins the gym, and regularly works out. His best friend works out with him and repeatedly tells him how he is getting stronger and fitter right after each session. Frederick goes to the gym more often. Positive Reinforcement Negative Reinforcement 4. Whenever a teacher places a worksheet on the student’s desk, the student then gets up and sharpens an already sharp pencil to get out of doing the work. Positive Reinforcement Negative Reinforcement 5. In school art class, Almero made some paper cut-out flowers to give to his mom, which resulted in many hugs and kisses from his mom. He does this more often now. Positive Reinforcement Negative Reinforcement 15
Page 1 and 2: The Missing Link: An Introduction t
Page 3 and 4: ©2014 Marcie Desrochers & Moira Fa
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Instruction in Functional Assessment, 2014a

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