Cipani's Diagnostic Analysis

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

In conclusion, the experiences I have had working with my clients as a behavior therapist and the past experience with people who are not considerate of children with disabilities, have encouraged me to pursue a career in Applied Behavior Analysis.Through my job, I have acquired certain skills that are needed to be a behavior analyst, such as data collection and behavior interventions. Nevertheless, there is always room for improvement in my techniques and much more for me to learn about this

The Battelle Developmental Inventory – 2nd Edition (BDI-2) is psychoeducational testing instrument used in special education to assess developmental disorders in infants and young children. This paper looks into how the validity, reliability and norms for the BDI-2 were originally developed.

According to Cipani & Schock (2010), direct access behavior is a behavior in which the individual’s behavior produces immediate positive reinforcement. In other words, the individual’s behavior produces the positive reinforcer. Socially mediated behaviors are behaviors that achieve their consequence through being facilitated by other people. These behaviors achieve their desired positive reinforcer through the efforts of someone else. For instance, a husband wants a cup of water to drink (the husband is thirsty). The husband performs chain of steps that will directly produce him the water (direct access). However, the husband can reframe from completing the steps to get the glass of water (positive reinforcer) by asking his wife to get him

The author, a professor of special education, is an expert in the areas of behavior disorders, the assessment and treatment of behavioral disorders and interventions for behavioral disorders. This article provides an objective and useful discussion regarding the relationship between Behavior Intervention Plans and the issues that must be address by school staff when developing and monitoring them. The author also provides readers with specific areas which must be address when developing Behavior Intervention Plans. The information provided may be useful for teachers and school staff.

Among the most widely disseminated procedures derived directly from the principles of applied behavior analysis have been those applied to the analysis and treatment of common childhood problems (e.g., Arndorfer, Allen, & Aljazireh, 1999; Schroeder & Gordon, 1991; Watson & Gresham, 1998). Applied behavior analysts have developed a countless effective interventions for common childhood problems and have repeatedly demonstrated that, even in loosely controlled applied environments, behavior often responds rather quickly to properly managed contingencies. Yet, despite these successes, some have maintained that simply providing repeated demonstrations of the effectiveness of behavioral technology eventually will yield diminishing returns to the field (Kunkel, 1987). The success of an intervention is dependent not only upon its effectiveness but also upon its precise delivery by a clinician and the consistency with which parents and staff implement that treatment with all of its essential

Describe the child’s temperament, judgment, level of self-awareness, impulsivity, and learning/processing style. Is there a developmental disability? How do these influence the child’s behavior and the responses of caregivers, teachers and other involved professionals?

Subsequently, if developmental delays are identified in the assessment process it may suggest that the child is experiencing

The Behavior Assessment System for Children Third Structured Developmental History (BASC-3) was administered to Mrs. X and AH on February 21 to fulfill a graduate course requirement for the Queen’s College School Psychology Program.

The pattern that the “bad” behavior has to last would be six months, then the child could be properly diagnosed with this disorder. “A pattern of angry/irritable mood, argumentative/defiant behavior or vindictiveness lasting at least six months as evidenced by at least four symptoms from the following categories and exhibited during the interaction with at least one individual who is not a sibling” (American Psychiatric Association pg. 462). The categories that the American Psychiatric Association was referring to things such as the child often losing his/ her temper, the child often annoying others, or the child being spiteful or vindictive at least twice within the past 6 months. All of these are example of what the child would have to continually show and take apart of. “More behaviors would include arguing with adults, defying rules, blaming others for one’s mistakes, being easily annoyed” (Blacher, Oppositional Defiant Disorder in Children With Intellectual Disabilities). If the child is not taking part of any of these behaviors, it is very likely that the child will not be diagnosed with this particular disorder. One

A developmental crisis that possess a tragic risk to the individual but a great opportunity for the counselor to intervene is the study of crisis intervention towards developmental disabilities. In some cases, individuals with extended special developmental needs may exhibit signs of behavioral disorders which can become extremely dangerous. The potential dangers that are associated with developmental behavioral disorders vary from each individual, some may show signs of depression while other’s may be aggressive in their tendencies to interact with others. Derek Reed states in his book Handbook of Crisis Intervention and Developmental Disabilities that, “Given the complex needs of individuals diagnosed with developmental disabilities (e.g.,

Young children with developmental disabilities usually encounter several behavioural problems (Emerson,2003). These behavioural problems not only impede children social and educational development, they also placed significant burden on caregivers/parents (Hedov, Annere & Wikblad, 2000; Schieve et al., 2006). This paper provides a succinct overview of a psychological program directed at parents of special needs children. The effectiveness of this program or other programs with similar principles is assessed in the past literature.

Behavioral principles have long been employed to achieve educational progress with children who have intellectual disabilities (Drew & Hardman, 2007). An issue of substantial concern is behaviors that may be self-injurious or dangerous to those surrounding the individual. In order to prevent occurrences of inappropriate behavior, family members and the educational staff must put effective interventions into place. These behavior procedures include the use of punishment and aversive consequences, and are sometimes put forth by professionals to change inappropriate behavior (Drew & Hardman, 2007). However, controversy exists over the social and ethical issues involved with the implementation of aversive procedures, especially when working with young children.

While the presence of certain characteristics in children with behavioral disorders might sometimes seem discouraging but the bottom line is not to give up on any student in any case. Most of the times, children with behavioral and emotional problems might challenge a patience of teachers and cause temporary despair. In this situation, teachers require the support of others in supported students to succeed. The classroom is a learning community; therefore, it is very much significant to create a constructive atmosphere in the classroom. The successful behavior management in classroom can be improved by colleagues as well as by the family of the students. While considering the needs of students with behavioral and emotional problems, the paper aims to develop appropriate strategies for teaching students with behavioral disorders in the classroom.

is currently having difficulties with learning and behavior. frequently is out of his throughout the day, and answers aloud before being called on to give the answers and struggles to follow directions. also has learning difficulties in reading decoding and reading comprehension.