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 3<br />
(IEP). The Individualized Education Program (IEP) serves as the foundation of the educational<br />
plan for each student with disabilities. The IEP is a strategic plann<strong>in</strong>g document<br />
that should be far reach<strong>in</strong>g <strong>in</strong> its educational impact. An IEP identifies a student’s unique<br />
strengths and needs and how the school will strategically address those needs (New York<br />
State Department of Education, 2010, p.3). It is a legal document, designed and agreed<br />
upon by all members of the educational team, <strong>in</strong>clud<strong>in</strong>g the family of the student with<br />
disabilities. The key components of the IEP rest upon the concept of <strong>in</strong>dividualization. As<br />
stated <strong>in</strong> the COUNCIL FOR EXCEPTIONAL CHILDREN (CEC) professional standards:<br />
…special educators are active and resourceful <strong>in</strong> seek<strong>in</strong>g to understand how primary<br />
language, culture, and familial backgrounds <strong>in</strong>teract with the <strong>in</strong>dividual’s exceptional<br />
condition to impact the <strong>in</strong>dividual’s academic and social abilities, attitudes, values, <strong>in</strong>terests,<br />
and career options. The understand<strong>in</strong>g of these learn<strong>in</strong>g differences and their<br />
possible <strong>in</strong>teractions provide the foundation upon which special educators <strong>in</strong>dividualize<br />
<strong>in</strong>struction to provide mean<strong>in</strong>gful and challeng<strong>in</strong>g learn<strong>in</strong>g for <strong>in</strong>dividuals with<br />
exceptional learn<strong>in</strong>g needs. CEC, 2011, Content Standards, Standard 3<br />
One essential component of the IEP is list<strong>in</strong>g the positive behavioral supports needed<br />
by the child. A careful FA analysis is critical to identify<strong>in</strong>g those positive behavioral supports<br />
that will help guide the professional to develop<strong>in</strong>g the child’s desirable behaviors <strong>in</strong><br />
the classroom, cl<strong>in</strong>ics, <strong>in</strong> social environments, and at home.<br />
Summary<br />
The design of effective <strong>in</strong>tervention is based on identification of the ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g variables<br />
for the <strong>in</strong>dividual’s problem behavior as gathered from a FA. The core of a treatment<br />
package should <strong>in</strong>clude preventative measures, teach<strong>in</strong>g a replacement behavior that serves<br />
the same function as the challeng<strong>in</strong>g behavior, re<strong>in</strong>forc<strong>in</strong>g desirable behavior, and a procedure<br />
<strong>in</strong> place for when that behavior does occur. A behavior <strong>in</strong>tervention plan provides a<br />
written form of the treatment for others <strong>in</strong> the <strong>in</strong>dividual’s natural environment to follow<br />
to assist the <strong>in</strong>dividual with learn<strong>in</strong>g desirable behaviors.<br />
Discussion Questions<br />
1. What factors must be considered when design<strong>in</strong>g an effective <strong>in</strong>tervention?<br />
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