Functional Behavior Scenarios

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

When therapist met with the client at school, therapist did check in client reporting any behavioral issues or conflict at home or at school and client reported that she is sometimes fight with her siblings at home when she takes some of their toys to play with and the client's siblings does not want her to play with it and started to fight and push each other. Client reported that when the mother knows about the fight, mother gives time out to the mistaken child in the room or in the yard. Therapist discussed with client the alternative behavior if she wants to play with some toys belongs to her siblings. Client reported when asked about the alternative behavior that she may ask them, she may ask to exchange the toys or games for a while,

Thank you for sharing your thoughts on this DQ. As always, I enjoyed reading your perspective. I wanted to comment on a couple of points you made. First comment I want to mention is your statement “I believe that many educators feel that if they can get a child’s behavior under control, they will then in turn be able to move on and focus on academics. This is typically why the focus is primarily on controlling inappropriate behavior.” I agree with you on this. I believe that initially, teachers with students with EBD feel that they can easily or quickly control a student’s unwanted behavior to the point where it does not effect his or her academic instruction. However, as we learned from our reading this can be just the

It all comes down to the teacher, and any other adult involved in the student’s life , starting the process to determine the disability and the next steps to support the student. In conclusion IDEA is more appropriate for a student with ADHD, rather than Section 504, because the Individualized Education Plan (IEP ) describes accommodations and modifications that are specific to the student and will support the students’ educational growth, and the student would be able to receive special education services in the general education and special education classroom.

Thomas is a high school student who has been suspended for getting upset in class, yelling at other students, and cursing at teachers and other staff members. Thomas is on an Individualized Education Plan (IEP) for and emotional disability. During the IEP process, Thomas’s team created a Behavior Improvement Plan (BIP) using the results from a Functional Behavioral Analysis (FBA). As the year progressed, Thomas’s cumulative days of suspension reached ten days and he therefore needed a manifestation determination meeting to determine if his behaviors were because of his identified disability.

Since Sarah is in 8th grade, she is an adolescent and many factors such as peer influence, low self-esteem, and stress of changing from childhood to young adults. Her history of abuse, transition into foster care, and back into the same household as her mother may also be a factor to her impulsive behaviors. The IEP team should continue the counseling she was receiving because the therapy helped her improve her behavioral management. The IEP should also investigate if the mother has a new boyfriend in the house and if there are any signs of child neglect to protect

Functional Behavior Assessment (FBA) is a systematic process for gathering information that helps determine the relationship between a student’s problem behavior and his or her environment. It is possible identify events in the environment that maintain problem behavior and, subsequently, to design a support plan for student or students. Functional Behavioral Assessment methods include reviewing student records, interviewing students and teachers, and conducting direct observations of student behaviors. Functional Behavior Assessment methods range from highly precise techniques to relatively informal one. Precise techniques can be conducted by support personnel; informal ones can be conducted by teachers.

I feel that a clear psychiatric evaluated to find out what types of disorders the child or adolescent is dealing with would be in order. I also believe that children or adolescents with mental illnesses should be medicated, or children who are aggressive and manic. 70-80% of children treated with medication do exhibit reductions in ADHD-related behaviors, in addition to increased positive classroom behavior.

When faced with the challenge of altering a behavior, it is important to understand the components which surround the behavior. Identifying those things which serve to motivate the individual to continue engaging in, or not engage in, a behavior; what triggers it; how to define it; how often it occurs and under what circumstances; are just a few of the questions which need to be answered in order to effectively plan for change. Behaviors are generally learned and maintained through positive, negative, or automatic reinforcement, and in the provision of these reinforcing effects, the behavior serves a function with which to achieve them. Through the completion of a functional behavior assessment one can systematically gain the information necessary to form a hypothesis as to why the behavior is occurring, test the hypothesis, and develop a

Functional Behavior Assessments Many students with exceptionalities exhibit undesirable behaviors that are a result of a disability. In order to ensure that students are successful in their education, an important component present in special education is behavior modification. The functional behavior assessment is an effective tool used to identify problem behaviors, the reason behind them, and propose action plans to modify the behavior. There are many observational methods used to complete a functional behavior assessment.

In 1990, the Individuals with Disabilities Education Act (IDEA) replaced the Education for All Handicapped Children Act of 1975, a law that granted equal access to education for children with disabilities. In its initial form, IDEA entitled students with disabilities to a free and appropriate public education (FAPE) in the least restrictive environment (LRE) that meets their individual learning needs (IDEA, 2004; Yell, 2012). In 1997, IDEA was reauthorized and included provisions to facilitate safe environments in American public schools. IDEA was most recently updated in 2004 and renamed the Individuals with Disabilities Education Improvement Act (IDEIA); the 2004 revisions included specific Individual Education Plan (IEP) components, required IEP meeting attendance for certain stakeholders, and transition planning. IDEIA states that if a student’s behavior hinders his or her learning or the learning of others, the student’s IEP must address the target behavior, which could include noncompliance, property destruction, verbal outbursts, physical aggression, or self-injurious behaviors (IDEIA, 2004; Yell, 2012). IDEA states that the behavioral needs of the student should be addressed by conducting a functional behavioral assessment (FBA), developing a behavior intervention plan (BIP), and writing measurable behavioral goals. Failure to appropriately implement a plan for a student’s problem behavior is a denial of FAPE and the local education agency could be subject to

There are eight components of an IEP. First, an IEP must include the present levels of academic achievement and functional performance of the student. Second, the IEP must state measurable annual goals. Third, the IEP must include the methods for collecting and reporting student progress. Fourth, the IEP team must include special education and related services the student will receive in the IEP. Fifth, the IEP team must determine to what extent to which the student will not participate in the general education classroom. Sixth, the IEP must state to what extent the student will participate in statewide/district-wide assessments. Seventh, the IEP team must identify the projected date for beginning services, frequency, location, and duration of services. Finally, the IEP must include transition

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

The behavioral domain includes approach, avoidance, and immobility. A person usually displays one of these in an effort to deal with their crisis. These behaviors and be productive or maladaptive. This client uses avoidance behaviors to cope with her crisis. Precious fantasizes about a polar opposite life when she is dealing with the crisis in her life. This type of behavior is maladaptive because she completely avoiding dealing with what’s happening to her.

The child should be showing a behavior that is perceived as a maladaptive or challenging behavior. This includes, but is not limited to, any behavior that affects the learning of of peers, personally affects the learning of the said child, inhibits social and/or appropriate interactions with the child’s peers or other school faculty. One definition of challenging behaviors that I appreciate