The increase of disruptive and dangerous behavior in schools has reached alarming proportions. As a consequence,
The majority of children/young people do not present challenging behavior, and they attend a range of educational settings in environments which are conducive to learning appropriate behaviors. It is essential to ensure that behavior which does not meet school/setting’s expectations, is responded to through management strategies that do not rely upon any form of physical or abusive
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
This report detailing issues in behavior intervention first reviews information regarding the use of functional behavior assessments and then explains intervention strategies which may be effective in dealing with behavior issues in schools. In addition, issues that impede treatment are discussed. This source appears to be objectively written with the goal to inform the reader of functional behavior assessments, treatment for problem behavior and issues which may cause treatment to fail. This source may be useful when researching Behavior Intervention Plans because team members and
This article offers strategies for teachers to use to help their most challenging students with behavioral issues. One of the authors is a child psychiatrist who works with at-risk children and the other is a behavior analyst and special educator. Their approach is based on the premise that educators can only control certain elements in the classroom and their own behavior when it comes to students with challenging behavior. The created the acronym FAIR:”F is for understanding the function of the behavior, A is for accommodations, I is for interaction strategies, and R is for responses” (2). The function of behavior can include escaping from something, obtaining a tangible thing, engaging in sensory activities, and getting attention. These functions are the benefits the student gets from the behavior. The escape motivated behavior happens when a student tries to avoid a “task, demand, situation, or person” (3). The tangible behavior occurs when the student wants to get objects like money or feed or something else they want. Sensory behavior happens when a student tries to get the attention of an adult or classmate. This can occur when the student is “bellergent, screaming, or continually interrupting the teacher” (3). Negative attention can reinforce attention-seeking behavior because it is better than nothing and the student may prefer it because it is more predictable than positive attention. Taking ABC
The B A.T. clinical team met Mikey’s mother, Susy on September 22nd , 2016. On this date the B.A.T. clinical team conducted an indirect functional assessment, which consisted of a parent interview and review of ABA services in relation to Mikey. The clinical team gathered information regarding Mikey’s history (as outlined in the above section) and inquired about the challenges they encounter, including any behaviors that are of concern. Mikey was also present in the home during this visit.
The B.A.T clinical team met John’s mother, Terese and Father, John II on October 3rd, 2016, at Terese’s home. On this date the clinical team conducted an indirect functional assessment, which consisted of a parent interview and a review of ABA services in relation to John. The clinical team gathered information regarding John’s history (as outlined in the section above) and inquired about the challenges they encounter, including all behaviors that are of concern. John was present during the visit.
In school, Jayson is very respectable towards his teachers and other adults and he is a very sweet young man. Although, he struggles to maintain relationships with his peers and has outbursts often in class. Socially he becomes frustrated easily, which affects his ability to engage and interact with his peers. During class, he has expressed extreme angry towards his peers and an uncontrollable emotion. He is continuously plagued by his unsettling and hostile behavior, which causes him to act irrationally. His inability to cope and manage his behavior during classroom instruction results in breaking the classroom rules. For example, in the classroom Jayson yells out he is not doing his daily classwork. Then, he rips up the daily worksheet and storms out of the classroom. Another example, in class he is constantly reminded not to call out if he would like to share- out. Due to his “behavioral and emotional”
The B.A.T clinical team met with Lukas, his parents, Mr. Josh Sherfey and Mrs. Melissa Sherfey, and his brother Logan on October 3rd, 2016, at their home. On this date the clinical team conducted an indirect functional assessment, which consisted of a parent interview and a review of ABA services in relation to Lukas. The clinical team gathered information regarding Lukas’s history (as outlined in the section above) and inquired about the challenges they encounter, including and behaviors that are of concern.
Participants: M. Parker, Guidance Counselor, B. Michael, Social worker, Parent, D. Shaw Principal, S. Roberts, Behavioral Consultant, Classroom Teachers; D. Chemnitz and C. Ragusa
There were a variety of high and low level activities for the campers to engage in. Layla was fully functional and able to participate in all activities assigned. Her physical capabilities were within normal limits for her age group. Layla did injure her ankle at camp; however, she maintained full mobility, and it did not prevent her from future activities. Layla engaged in all exercises with the other campers and performed exceptionally.
In addition, The Second Step program is designed to decrease aggressive behaviours and increase empathetic social behaviour. Unique to this program is that it affects all individuals within the school context even those who are not considered as at-risk (Frey, Nolen, Van & Hirchstein, 2004). To this extent, universal implementation can strengthen resilience of at-risk students without stigmatizing them. The intervention introduces three different units presented through situations, which include empathy training, impulse control and problem solving and anger management strategies (Frey, et al., 2004). This prevention program can be used in preschools and care programs in order to reduce aggression among students at an early age. Another resilience
Natalie is a 9 years old girl, lives in my neighborhood in Fairfax County. She is 4th grade student andsuffers from Attention Deficient Disorder (ADD/ADHD).She lived in Egypt for 5 years and has academic learning disability. Her mother, who is American, works as nurse, and her father,who is from Korea, works as an engineer. When they lived in Egypt, Natalie used to studying an international school with kids from different countrieswhere her academic disability initiated. In addition to her academic disability started in Egyptian International School, she hasbeen identified with ADD (Attention Deficient Disorder) by her current teacher in the US school, which makes her case more complicated to develop her academics. Natalie’s
This paper will discuss how a functional assessment is necessary to identify a target behavior. It will include methods of self recording, direct observation, and Functional Assessment Screening Tool (FAST). Furthermore, it will include the results to what is influencing the target behavior. It will include a hypothesized function of that behavior. Additionally it will include a treatment plan that can decrease the function of the behavior occurring.
Six years ago, my school, San Pasqual Academy, experience an increase of special education students with emotional disturbance and oppositional defiant disorder classifications. In response we begin to implement the Building Effective Schools Together (BEST) program under the guidance of Jeff Sprague of the University of Oregon’s Institute on Violence and Destructive Behavior. I served on this BEST committee and collaborated with my colleagues to create, implement, and monitor a schoolwide behavior plan for our site. We gathered qualitative and quantitative student behavior data to inform and guide our work. After two years of program implementation and data collection, we were finally prepared to begin to focus our work toward accurately targeting students in need of individualized/intensive interventions and followed the research question, “Which of our students are in the most need of behavior support?