Evaluation And Treatment Of Problem Behavior

1333 WordsApr 25, 20176 Pages
Introduction Jayden is a 6-year-old boy in kindergarten at ABC Primary School. Jayden has been identified as having Developmental Delays by his pediatrician, and he currently receives speech and occupational therapy in the school setting. Jayden’s teacher that he has significant challenges with academics and exhibits frequent off-task behavior. She also reports that Jayden frequently yells out during class. Article Reviews Buckley, S. D., & Newchok, D. K. (2006). Analysis and treatment of problem behavior evoked by music. Journal of Applied Behavior Analysis, 39(1), 141-144. doi: 10.1901/jaba.2006.120-04 Billy, a 7-year old boy who attended a private school for children with developmental disabilities, was the participant in the study.…show more content…
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. Ellis, J., & Magee, S. K. (1999). Determination of environmental correlates of disruptive classroom behavior: Integration of functional analysis into public school assessment process. Education and Treatment of Children, 22(3), 291-316. Participants in this study included children from 10 elementary schools, three middle schools, one high school, two alternative educational academies, and one city-county day care center in school districts in southwest suburban areas. The students in this study were referred for severe disruptive behaviors. All participants had a behavior management plan; however, both teacher and administers deemed the plan as
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