Instruction in Functional Assessment, 2014a

More documents

Recommendations

Info

Instruction in Functional Assessment Chapter 3 Positive reinforcement for on-task behavior (replacement behavior): 1. Tobin and his teacher will prepare a written plan (known as a behavior contract) specifying that Toby will earn 5 extra min to interact with peers when his on-task behavior during a class period is at or above 80% of observed intervals. 2. When Tobin is on-task, Tobin’s teacher will provide verbal praise (quietly and unobtrusively) at least four times during each class session (DRI) Reactive: When Tobin is off-task, he will have no access to socializing with peers during individual assignments, and he will be redirected to complete his assignments (attention extinction and escape extinction). Planning for Generalization: Once Tobin meets the behavioral objective, the reinforcement schedule will be weaned by successively increasing the requirement to 85% and then 90%, of intervals of on-task behavior. Reminders will also be delivered less and less. Evaluation of Effectiveness: Tobin’s percent on-task behavior during intervention was 85% of the intervals compared to 27% during baseline. Resources & References for Procedures in this BIP: Kodak, T., Miltenberger, R. G., & Romaniuk, C. (2003). A comparison of differential reinforcement and noncontingent reinforcement for the treatment of a child’s multiply controlled problem behavior. Behavioral Interventions, 18(4), 267-278. doi:10.1002/bin.143 Neidert, P. L., Iwata, B. A., & Dozier, C. L. (2005). Treatment of multiply controlled problem behavior with procedural variations of differential reinforcement. Exceptionality, 13(1), 45-53. doi:10.1207/s15327035ex1301_6 Vance, M. J., Gresham, F. M., & Dart, E. H. (2012). Relative effectiveness of DRO and self-monitoring in a general education classroom. Journal Of Applied School Psychology, 28(1), 89-109. doi:10.1080/15377903.2012.643758 A best practice when designing a behavior intervention plan to address an individual’s challenging behavior is to use current research-based assessment practices and interventions to guide the approach selected. The INDIVIDUALS WITH DISABILITIES EDUCATION IMPROVEMENT ACT (IDEIA, 2004) and ethical practices require that professionals who work with students with disabilities maintain currency with empirically-based assessments and interventions. As the field progresses new and more effective procedures are discovered and revealed to better care for the needs of individuals with developmental disabilities. As one resource to consult, the “What Works Clearinghouse” serves as an online review of evidence-based interventions in education as evaluated by the Institute of Education Science (http://ies.ed.gov/ncee/wwc/news.aspx?sid=8). In this resource, published research concerning common intervention approaches are reviewed according to a standard and report outcomes (e.g., effect size) in relation to the scientific strength of the evidence so that informed selections about treatment practices can be made. 48
Instruction in Functional Assessment Chapter 3 Special Education Perspective: Positive Behavioral Support and Response to Intervention POSITIVE BEHAVIOR SUPPORT (PBS) is generally the first and most appropriate choice at a school-wide level for intervention in schools for children with challenging behaviors. PBS has long been recognized as a prevention approach to undesirable behaviors (Vaughn & Bos, 2009). PBS is often taught in teacher education training programs as the preferred treatment approach in public school classrooms, rather than the use of punishment. Quite simply, PBS is a focus on the desired behavior, rather than focusing on the undesirable or challenging behavior. PBS requires the teacher and other related professionals to systematically look for positive behavior. This is generally accomplished with the use of social, tangible, or verbal reinforcers specific to the desired behavior, such as saying when Mary has her head down and is quietly reading the passage, “Thank you for your attention to the task, Mary.” Teachers in the classroom can use such positive reinforcers to encourage positive behavior and to focus attention on a model of appropriate behavior. As another example, a TOKEN ECONOMY in the classroom can be employed where children can accumulate points or tickets for desirable behavior that can be turned in for free time, a special lunch with a friend, a free pass on one homework assignment, or other positive reinforcers. Other prevention approaches include teaching children conflict resolution and interpersonal problem solving. Some curricula include aspects of character education and principles for teaching social skills (Vaughn & Bos, 2009). Within recent years, professionals in public school settings have also used an approach called RESPONSE TO INTERVENTION (RTI). RTI was mandated by federal law (IDEIA, 2004) as a means of not allowing children to fail either behaviorally or academically without access to a variety of research-based interventions individualized for that particular child. RTI requires all professionals to monitor academic and social skills on an ongoing basis, collecting data on performance of every child, and reviewing that data with a team of related professionals. The intent of RTI is to prevent problems or to quickly intervene before a child loses skills. Monitoring occurs at three levels or tiers. Those tiers are: Tier 1: screen for behavior problems, introduce interventions, convey expectations Tier 2: provide supports and feedback for students with similar behavior problems Tier 3: provide more specific and intense interventions for students whose behavior has not improved (Vaughn & Bos, 2009) PBS and RTI work in conjunction with one another and the focus of both approaches is on prevention of problems or preventing the severity of a problem existing without research based responses individualized to the child. Completing an FA will assist in identifying the function of the student’s challenging behavior resulting in the design of the best treatment for that situation. The knowledge gained by implementing an FA will provide the basis for an effective behavior intervention plan which is an essential component of the student’s INDIVIDUALIZED EDUCATION PROGRAM 49
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 27 and 28: Chapter 2 The Methodology of Functi
Page 57: Instruction in Functional Assessmen
Page 79 and 80: Chapter 5 Teaching Functional Analy
Page 89 and 90: Chapter 6 Functional Analysis Case
Page 109 and 110:
Instruction in Functional Assessmen
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
Page 123 and 124:
Page 125 and 126:
Chapter 7 Resources Focus Questions
Page 127 and 128:
Page 129 and 130:
Page 131 and 132:
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Page 139 and 140:
Page 141 and 142:
Page 143 and 144:
Page 145 and 146:
Page 147 and 148:
Page 149 and 150:
Page 151 and 152:
Page 153 and 154:
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
Page 161 and 162:
show all

Instruction in Functional Assessment, 2014a

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?