Functional Behavioral Assessment (Secondary): Identifying the Reasons for Student Behavior
Perspectives & Resources
Objectives
By completing this module’s Perspectives & Resources section and reviewing its accompanying activities, the learner will be able to:
- Identify the four categories of behavioral functions
- Determine whether an FBA is warranted
- Implement practices to minimize subjectivity when interpreting a behavior’s function
- Define student behavior in clear and specific terms
- Identify types of indirect and descriptive assessments
- Formulate a hypothesis statement based on student data
Standards
This IRIS Module aligns with the following licensure and program standards and topic areas. Click the arrows below to learn more.
CAEP standards for the accreditation of educators are designed to improve the quality and effectiveness not only of new instructional practitioners but also the evidence-base used to assess those qualities in the classroom.
- Standard 1: Content and Pedagogical Knowledge
CEC standards encompass a wide range of ethics, standards, and practices created to help guide those who have taken on the crucial role of educating students with disabilities.
- Standard 4: Assessment
- Standard 7: Collaboration
InTASC Model Core Teaching Standards are designed to help teachers of all grade levels and content areas to prepare their students either for college or for employment following graduation.
- Standard 6: Assessment
When you are ready, proceed to Page 1.
