Instruction in Functional Assessment, 2014a

More documents

Recommendations

Info

Instruction in Functional Assessment Chapter 5 provided 90 hours of classroom instruction and supervision to teachers working with a child with autism. Desirable changes in the children’s behavior and positive evaluations of the program by teachers and parents were found in this descriptive study. Summary Realistic case examples need to be presented to provide the context for learning how to use FA and to design treatment implemented in the target situation. Multiple examples of a wide variety of cases involving children and adults displaying various problem behaviors in different settings may increase college students’ generalization of the skills acquired. Instructional methods to present cases in the college classroom under controlled and ethically safe conditions include simulations, role play, case-based learning, and general case strategy and may be used prior to supervised field experiences. The instructor’s method of instruction should be geared to the type of behavior targeted for training. Different instructional approaches are required for establishing students’ knowledge versus skills. Performance-based training can be used to teach and refine the skills needed to conduct FA. Additionally, promoting the generalization of college students’ acquisition of the procedural and decision-making skills involved in FA may be facilitated by use of case-based learning and general case strategy to expose students to a variety of situations and client cases representative of that found in a professional setting. Moreover, these procedures can be acquired in a relatively short period of time and generalize to reallife situations even though role play under simulated conditions typically is used during training. Another necessity involves teaching the broader array of steps in the FA process (e.g., decision-making, hypothesis identification, data analysis, treatment selections) to ensure adequate preparation of a professional who will be working in the field, which is the focus of Chapter 6. 76
Instruction in Functional Assessment Chapter 5 Discussion Questions 1. Discuss how teaching skills differs from teaching content. 2. Name and describe four methods to teach skills. 3. Describe how you would specifically teach another professional or family member how to use positive reinforcement to increase a child’s desired behavior. Exercise: Case Study Carly is a new teacher’s aide in an elementary school classroom who has been assigned to work with Allen. Allen is a 6 year-old boy with autism who frequently tantrums in the classroom. His treatment program includes administration of differential reinforcement of zero rates 5 min (DRO-5 min) and attention extinction. Carly must be taught how to employ this behavior intervention plan to reduce Allen’s tantrums, which are occurring at high rates throughout the day (i.e., 20-40 times per day on average). 1. Behaviorally define tantrum. 77
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 15 and 16:
Page 17 and 18:
Page 19 and 20:
Page 21 and 22:
Page 23 and 24:
Page 25 and 26:
Page 27 and 28:
Chapter 2 The Methodology of Functi
Page 29 and 30:
Page 31 and 32:
Page 33 and 34:
Page 35 and 36: Instruction in Functional Assessmen
Page 79 and 80: Chapter 5 Teaching Functional Analy
Page 85: Instruction in Functional Assessmen
Page 89 and 90: Chapter 6 Functional Analysis Case
Page 125 and 126: Chapter 7 Resources Focus Questions
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

Create successful ePaper yourself

Delete template?

Save as template?