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  • Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan
Challenge
Initial Thoughts
Perspectives & Resources

What should Ms. Rollison know about behavior in order to help Joseph?

  • 1: Understanding Behavior
  • 2: Learning Key Behavior Principles
  • 3: Applying Behavior Principles

How can Ms. Rollison determine why Joseph behaves the way he does?

  • 4: Conduct a Functional Behavioral Assessment
  • 5: Identify and Define Problem and Replacement Behaviors
  • 6: Collect Data: Interviews and Rating Scales
  • 7: Collect Data: Direct Observations
  • 8: Identify the Function of the Behavior

What can Ms. Rollison do to modify Joseph’s behavior?

  • 9: Design a Function-Based Intervention
  • 10: Maximize Intervention Success
  • 11: Implement the Intervention

How will Ms. Rollison know whether the intervention is successful?

  • 12: Evaluate the Intervention

Resources

  • 13: References, Additional Resources, and Credits
Wrap Up
Assessment
Provide Feedback

Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan

Perspectives & Resources

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Objectives

By completing this module’s Perspectives & Resources section and reviewing its accompanying activities, you will be able to:

  • Identify the function of problem behaviors
  • Design individual behavior plans based on the functions of problem behaviors
  • Implement and evaluate individualized behavior plans

Standards

This IRIS Module aligns with the following licensure and program standards and topic areas. Click the arrows below to learn more.


Council for the Accreditation of Educator Preparation (CAEP)

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

Council for Exceptional Children (CEC)

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 2: Learning Environments
  • Standard 4: Assessment

Division for Early Childhood Recommended Practices (DEC)

The DEC Recommended Practices are designed to help improve the learning outcomes of young children (birth through age five) who have or who are at-risk for developmental delays or disabilities. Please note that, because the IRIS Center has not yet developed resources aligned with DEC Topic 8: Transition, that topic is not currently listed on this page.

Instruction

  • INS1. Practitioners, with the family, identify each child’s strengths, preferences, and interests to engage the child in active learning.
  • INS2. Practitioners, with the family, identify skills to target for instruction that help a child become adaptive, competent, socially connected, and engaged and that promote learning in natural and inclusive environments.
  • INS3. Practitioners gather and use data to inform decisions about individualized instruction.
  • INS4. Practitioners plan for and provide the level of support, accommodations, and adaptations needed for the child to access, participate, and learn within and across activities and routines.
  • INS5. Practitioners embed instruction within and across routines, activities, and environments to provide contextually relevant learning opportunities.
  • INS6. Practitioners use systematic instructional strategies with fidelity to teach skills and to promote child engagement and learning.
  • INS7. Practitioners use explicit feedback and consequences to increase child engagement, play, and skills.
  • INS8. Practitioners use peer-mediated intervention to teach skills and to promote child engagement and learning.
  • INS9. Practitioners use functional assessment and related prevention, promotion, and intervention strategies across environments to prevent and address challenging behavior.
  • INS10. Practitioners implement the frequency, intensity, and duration of instruction needed to address the child’s phase and pace of learning or the level of support needed by the family to achieve the child’s outcomes or goals.
  • INS11. Practitioners provide instructional support for young children with disabilities who are dual language learners to assist them in learning English and in continuing to develop skills through the use of their home language.
  • INS12. Practitioners use and adapt specific instructional strategies that are effective for dual language learners when teaching English to children with disabilities.
  • INS13. Practitioners use coaching or consultation strategies with primary caregivers or other adults to facilitate positive adult-child interactions and instruction intentionally designed to promote child learning and development.

Interstate Teacher Assessment and Support Consortium (InTASC)

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 3: Learning Environments
  • Standard 6: Assessment

When you are ready, proceed to Page 1.

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