Case Study : Master 's Portfolio

Development of an intervention is the final step in the functional behavior assessment (FBA) process. In the completion of the FBA antecedent and reinforcing contingencies are identified which can be manipulated to prevent the behavior from occurring, remove reinforcement for engaging in the undesired behavior, or be utilized to reinforce alternate behaviors (Cooper, Heron, & Heward, 2007). An FBA is a necessary component of the intervention process in that it provides the necessary information with regard to the function of the behavior through the systematic manipulation of environmental variables thought to maintain the problem under controlled conditions; yielding a clear demonstration of the interaction between the independent variable

The issues in this case study involve Melinda Smith, a veteran special education teacher, Derrick Yate, a student with behavioral disorder, Greg, the school principal, Barba Cole, the school social worker, Mrs. Yates, Derrick’s mom and Mr. Douglas, a general education teacher. Besides being a student with behavioral disorder, Derrick was low achieving and had developed a notorious reputation around school. According to Karen, one of the fifth-grade teachers, “Derrick has terrorized everyone”. Despites all the putdowns on Derrick, Mrs. Smith decides to take on the challenge to straighten his behavior.

When a student who has a disability’s educational placement is changed due to challenging behavior, a functional behavior assessment must be conducted. Functional behavior assessment (FBA) is used to aid in the development of behavior intervention plans (BIP’s). In a functional assessment, the type and the source of reinforcement for problem behaviors are used as a basis for intervention efforts that are designed to increase occurrence. Functional analysis can also be used to determine the specific function of a behavior, but FBA’s are more commonly used, especially in school settings. In a functional analysis (FA), antecedents and consequences that represent those in the person’s natural environment are arranged so that their effects on the problem behavior can be observed and measured. The difference between a functional analysis and functional behavior assessment is that the assessment establishes a connection between the behavior and antecedent or the consequent variables, but a functional analysis identifies informal relationships. For this reason, a functional analysis is seen to be a more valid tool for identifying the function of a behavior; however, there are limitations to using a functional analysis. This method may momentarily strengthen the problem behavior or result in the behavior acquiring new functions. Federal mandates like IDEA 2004 and school reforms such as Positive Behavioral Interventions and Supports (PBIS) have played a role in the increase of the

Functional behavioral assessments have two major components, identifying and defining target behaviors as well as conducting behavior observations. The assessment should begin with indentifying and defining targeted behaviors and the best way to do that is to conduct a formal interview of the student. The interview should include family who are directly connected to the student's home life as well as the staff involved with the student. The interview should reveal important things like when does the behavior occur during the day, how frequently, what the behavior is receded by, what

Functional Behavioural Assessment, Functional assessment is a process for determining the function of the child/adult’s problem behaviour. Functional Assessment or Functional Behavioural Assessment (FBA) involves the collection of data, observations, and information to develop a

The issues in this case study involve Bob Parrish, an seventh-grade student with defiant behavior as a background; Rebecca Philips, a special education teacher with six years of experience; and Mr. Parrish, Bob’s dad. Besides Bob’s defiant behavior, he has moved schools multiple time due to his mother trying to escape Mr. Parrish and has a history of being placed in a self-contained classroom to receive academic instructions. Bob lives with his grandparents and his dad in an unstructured environment. Mr. Parrish is very inpatient and tries to correct Bob’s behavior through acts of violence.

The class is a Year four, five, six composite class and is made up of twenty-nine students; twelve girls and seventeen boys. There are six Year four students, eight Year five students and fifteen Year six students. The variance of intellectual ability within this class is significant with students’ capability ranging from a Year one level to above Year six level and includes students with special / complex needs. The class includes five students who are verified as having Autism Spectrum Disorder, two students who are verified with Intellectual Disability and four students who have been diagnosed with ADHD. Two students are also diagnosed with visual impairment. The class also includes four students who display very challenging behaviours including one student who is under Juvenile Justice for causing grievous bodily harm. This student is on reduced attendance and has a teacher’s aide assigned to him who must supervise him at all times. My mentor teacher emphasised that there are ongoing behaviour issues

The Functional Assessment Screening Tool (FAST) is a 16-question rating scale formatted with yes or no answers. Utilization of this method reduces the potential for bias and subjectivity seen in the interview. Once administered, the FAST aides in identifying maintaining variables as either social or non-social factors, such as positive or negative reinforcement, or automatic reinforcement (Fisher et al., 2011). Completion of the FAST will reveal the likely maintaining variables of aggressive behaviors as either access to preferred activities or tangible items or escape by calculating the total number of positive answers under each category; a predominantly higher number of “yes” responses in a category identifies the maintaining factor. Although reliability and validity analysis have not been conducted for the FAST, through providing the tool to both parents and teacher, comparisons may be completed which will enable interrater agreement (Cooper et al., 2007; Fisher et al.,

Characteristics of a special needs students will differ according to their disabilities and their age. Many times characteristics can be detected when the student is young, and are able to be managed as the child grows. Patterns of aggression often emerge before the age of six as children learn to resolve interpersonal conflict with hostility which may lead to being rejected by their peers (Bennett, 2005). This is the case for Kevin, his behavior characteristics which include aggressive tendencies, anxiety, hyperactivity, and his lack of social skills have caused his peers to pull away from interacting with him in classroom or on the playground.

To do so, the researchers conducted functional behavior assessments (FBAs) on the participant who was three years old. Based on the results, the researchers anticipated that the participant would gain appropriate self-control and be less reliant on teacher prompts. The results showed a dramatic decrease in problem behaviors and increase in compliance during transitions. The schedule boards helped the child to keep track of the day’s events and to develop an understanding of time frames and environmental

Conducting a FBA to determine the function of communication is encouraged. For example, a child may be yelling and throwing a tantrum to access teacher attention. FBAs can also determine if an antecedent condition is maintaining the target behavior. The article also describes how FBAs can be implemented into a Response to Intervention (RTI) model at the school. The RTI model serves to prevent problem behaviors. Therefore, young children who continue to exhibit problem behaviors, despite positive universal behavior supports, may benefit from an intervention based on a FBA. Additionally, RTI requires school to use evidence based interventions; therefore, interventions based on FBA can easily be implemented to meet the evidence based criteria and prevent future behavior problems.

In this final essay for the Portfolio Capstone Project, I will demonstrate my ability to integrate the knowledge and skills I have acquired during this program. This writing will include a brief written demonstration of each competencies using preselected prompts. The following are the areas of competency that will be addressed: Theory, Human Development, Assessment, Clinical Skills, Ethics, Research, Clinical Application and Integration. Theory will be discussed by reviewing Structural Family therapy and Cognitive Behavioral Couple Therapy and comparing and contrasting them. Human Development competencies will be displayed in a summary of Japanese culture and a comparison to the stereotypes of elders in the U.S. Assessment will demonstrated by reviewing the Minnesota Multiphasic Personality Inventory and Clinical Skills will be demonstrated discussing the concept of “self of the therapist”. Ethics will be demonstrated through reviewing major philosophies and integrated with the CAMFT (2011) code of ethics. Research competencies will be demonstrated through discussing the process of applying research clinically. Lastly an application of all areas will be applied to an assigned case vignette to demonstrate clinical skills of scholarly application.

Strategically, what must Pan-Europa do to keep from becoming the victim of a hostile takeover? What rows/categories in Exhibit 2 will become critically important in 1993? What should Pan-Europa do now that they have won the price war? Who should lead the way for Pan-Europa?

Portfolio assessment is can be used in a corporation, higher education and K-12 to record the students, workers, or information that demonstrate the teachers actions, advancement, and accomplishments of an individual. The portfolio permits the person to think about their progress and also evaluate where changes might be required to improve their learning skills. Additionally, the information from portfolio assessment can be used in conjunction with other evaluation tools to assist evaluators with analyzing and inspect educational projects. Portfolio assessment is an excellent internal and external evaluation tool an evaluator can use to attain a sense of what taught. Likewise, they can be used to decide responsibility. For instance, a school

Tax efficient. Like other costs, taxes must be minimized in order to maximize the quality of your investment strategy and the portfolio it produces.