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Course Objectives

Course Objectives. Define function as related to challenging behavior Identify steps in a functional behavior assessment Identify questions to ask about challenging behavior Identify data to collect around challenging behavior Identify four primary reasons for challenging behavior

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Course Objectives

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  1. Course Objectives • Define function as related to challenging behavior • Identify steps in a functional behavior assessment • Identify questions to ask about challenging behavior • Identify data to collect around challenging behavior • Identify four primary reasons for challenging behavior • Define and identify setting events • Identify three elements of a behavior intervention plan • Given examples of positive behavior supports • Identify and give examples of antecedent control

  2. BEYOND SCOPE OF THIS COURSE • Gang/drug related behaviors • Possession of weapons • Extremely violent behaviors

  3. Historical Perspective • Applied behavior analysis has long history in Educational Settings • Has been used extensively with individuals with developmental disabilities

  4. Historical Perspective • Move from use only for severe self-injurious/aggressive behaviors to use in teaching communication, academic, self-help and other behaviors. • Move from eliminative (using punishment to stop behavior) to educative (teaching functionally equivalent) approaches.

  5. Historical Perspective • Given some of these shifts: • There is greater emphasis on identifying causes of behavior and teaching a functionally equivalent response • Greater emphasis on the fact that the majority of behavior is essentially communicative

  6. Historical Perspective • Functional Behavior Analysis • Problem behavior may serve a purpose • By observation, we might understand the purpose and understand how to apply intervention.

  7. Historical Perspective • Emphasis on functional causes of behavior produced a dramatic increase in maturity and effectiveness of ABA

  8. IDEA Re-authorization • Emphasis in on prevention of challenging behavior • Emphasis is also on development of a proactive plan which is based on a functional behavior assessment

  9. IDEA Re-authorization • Does not specify steps in a functional behavior assessment • Does not specify components of a behavior intervention plan • Does not prohibit or require any specific behavior change approaches or strategies • Does require that both be completed if a student is removed from his/her current educational placement because of behavior • Does require that the plan be based upon the results of the assessment • For more information -- • www.ed.gov/databases/ERIC_Digests or • ed.gov/offices or ed.gov/legislation

  10. Philosophy • Values • Behavioral support must be conducted with the dignity of the person in mind • Behavioral support acknowledges that a person’s behavior is reasonable from the person’s perspective • There is logic to behavior

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