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 2<br />
3. Speculate about the possible difficulties <strong>in</strong>volved <strong>in</strong> evaluat<strong>in</strong>g challeng<strong>in</strong>g behavior.<br />
4. How can competency <strong>in</strong> perform<strong>in</strong>g FAs be established with college students who are<br />
enter<strong>in</strong>g professions where they may work with <strong>in</strong>dividuals with challeng<strong>in</strong>g behavior?<br />
5. What are important ethical considerations when assess<strong>in</strong>g and treat<strong>in</strong>g the challeng<strong>in</strong>g<br />
behaviors of <strong>in</strong>dividuals with developmental disabilities?<br />
Exercise 1: Case Study Simulation<br />
Jimmy is a fifth grade student who has been <strong>in</strong> and out of five foster homes over the<br />
course of his life. Jimmy does not have many friends, due <strong>in</strong> part to his frequent transitions<br />
to new schools and homes. Jimmy is currently placed with a lov<strong>in</strong>g older couple who want<br />
to stabilize his daily life. Jimmy is very quiet and shy, often described as sullen by previous<br />
teachers. He participates <strong>in</strong> noxious behaviors, such as vomit<strong>in</strong>g and spitt<strong>in</strong>g, when asked<br />
to complete a task that he doesn’t like or want to do. Us<strong>in</strong>g the approaches described <strong>in</strong> this<br />
chapter, evaluate Jimmy’s problem behavior by answer<strong>in</strong>g the follow<strong>in</strong>g questions:<br />
1. Propose a behavioral def<strong>in</strong>ition for Jimmy’s challeng<strong>in</strong>g behaviors. Ad lib as needed.<br />
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