Once the purpose of a challenging behavior is understood then educators can design a behavior support plan that includes instructional supports and strategies that aid the student to get what they need in a more socially suitable way. The FBA is a team effort that requires bringing together people who know the student well like the parents, teachers, counselors, and sometimes the student themselves. This team then identifies the problem behavior to target for intervention, gathers data, and then uses the information to develop a hypothesis about why the behavior is taking place (Functional Behavior Assessment and Behavior Support Plans, n.d.).
An example of a situation in which a student would require a Functional Behavior Assessment (FBA) and Behavior Support Plan (BSP) would be that of Billy. Billy likes school and has many friends. His favorite subjects are English and math. Billy has a great relationship with his dad, who…...

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References

Behavioral Intervention Plan. (n.d.). Retrieved from  http://www.dpi.state.nc.us/ec/supportprograms/resources/behavioral/ 

Functional Behavior Assessment and Behavioral Intervention Plans. (n.d.). Retrieved from http://www.fldoe.org/ese/pdf/tap99-3.pdf

Functional Behavior Assessment and Behavior Support Plans. (n.d.). Retrieved from  http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CB4 

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Functional Behavioral Assessment: John Doe
John Doe is a six-year-old boy (D.O.B. 11/15/2005), who is presenting with irritated symptoms relating to a diagnosis of moderate autism. At first glance, John appears to be a healthy, well-nourished and well taken care of young boy. John lives at home with his parents and two younger sisters in a middle-class suburban neighborhood. John was diagnosed with autism in 2010, and since this time has received consistent medical care as well as consistent care from his parents, which has aided in the maintenance of John's health and well-being. Recently, John and his family have experienced significant transition. The family has moved cross-country into a new home, placing John and his siblings in new surroundings and a new school district. Additionally, while Mrs. Doe until this point in time had maintained a presence in the home as a stay-at-home-mom, she has now joined the workforce part-time,…...

Several assessment tools are available, often using data collection sheets that include items such as direct observation and interviews with adults who closely interact with the student. In Justin's case, this group could include Carrie, the paraprofessional who works directly with Justin, in addition to the special education teacher, the speech and language specialist, other teachers who regularly interact with Justin (e.g., art, physical education, music and media), and Justin's parents.
Justin's tantrums are a cause of concern for their negative effects not just on Justin but on the classroom as a whole. An FBA can be done on Justin; managing these outbursts is the main goal for the kindergarten year so that more learning can take place. It is important that the target behavior descriptions are as specific as possible. For example, "has outbursts" does not provide as much information as "screams, cries, kicks and throws items when upset."…...

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References

Blair, K.C., Umbreit, J., Dunlap, G., and Gilsoon, J. (2007). Promoting inclusion and peer participation through assessment-based intervention. Topics in Early Childhood

Special Education 27(3), pp. 134-147.

Functional behavior assessment. (2010). Autism Classroom. Retrieved from http://www.autismclassroom.com/strategies/teachers/behavior-interventions/functional-behavior-assessments/

Kivi, R. (2011). Teacher tips -- Teaching autistic students. Bright Hub Education 11/24/2011.

FBA Assessment
The author of this report has been asked to review and assess a functional behavior assessment that was completed for a patient. Within this brief summary, the behavior itself and the function of the same behavior will be analyzed and summarized. Parts of the description will include the background of the student, a narrative description of the behavior, the setting or settings within which the behavior occurs, the frequency of the behavior, the intensity of the behavior, the duration of the behavior, previous attempted interventions and the educational impact of all of the above. For the function of the behavior, this would include the affective regulation/emotional reactivity, the cognitive distortion, the reinforcement, the modeling, the family issues, the psychological/constitutional issues, the communicative need and curriculum/instruction facets of the behaviors and outcomes thus far. While the situation with the student could be much worse, there are some troubling signs and…...

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Sources

Check all that apply x ( Observation | x ( Student Interview |x

Classroom Behavior Management
Developing a classroom that takes cultural diversity into account begins with understanding one's own ethnocentrism, that a lot of what we take for granted pertains specifically to our own cultural upbringing. Children who come from other cultures -- and their parents -- may well have different ideas and ideals. It is important to learn about the different cultures that are present in my classroom, as a starting point for understanding. A lot of developing an inclusive classroom involves listening to students and parents, so as to understand their cultures better, and how that pertains to the classroom. My plan would have specific Tier 1 rules, governing the basics of classroom behavior that are not subject to question on the basis of culture. But there will also need to be more of an individualized (Tier 2) approach, where some students from other cultures might receive special attention, or consideration.

Unit

I…...

Behavioral Disorders
Education

Author's note with contact information and further details on collegiate affiliation, etc.

Article Summary on Behavioral Disorders

In the article, "The Impact of Targeted Classroom Interventions and Function-Based Behavior Interventions on Problem Behaviors of Students with Emotional/Behavioral Disorders," the authors focus upon assessment based interventions in special education. The authors want to study the changes functional behavior assessments have on the daily routines of and the problem behaviors in special education settings. The authors begin their article with a historical review of literature and research on what makes for an effective classroom. There is substantial evidence that shows a direct relationship between the students' social and academic behaviors and the classroom setting or ecology. The focus of this particular study is upon the physical and environmental factors in a classroom that contribution to the reduction of problem behaviors in emotionally disturbed students in a special education environment. Students in special…...

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References:

Trussell, R.P., Lewis, T.J., & Stichter, J.P. (2008) The Impact of Targeted Classroom Interventions and Function-Based Behavior Interventions on Problem Behaviors of Students with Emotional/Behavioral Disorders. Behavioral Disorders, 33(3), 153 -- 166.

Functional Assessment
Leonard's behavior should be considered as challenging behavior. His behavior is disruptive to the class. When he is told to do something or to stop doing something, he does not follow instructions. He does not pay attention or follow through on work assignments. His need to move around is constant.

Leonard's behavior should be changed through the functional assessment and intervention model described by Chandler and Dahlquist (2014). It should be a team-based process with teachers and parents working together to help Leonard overcome the sensory obstacles that are limiting his ability to concentrate, sit still, study, and succeed in class (Chandler, Dahlquist, 2014, p. 40). Not only is a parent-teacher team work needed, but also the "whole school," as Sugai et al. (2000, p. 131) observe in their analysis of how to apply functional assessment in schools. What is meant by the "whole school" is the collective -- the…...

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References

Chandler, L., Dahlquist, C. (2014). Functional Assessment: Strategies to Prevent and Remediate Challenging Behaviors in School Settings. NY: Pearson.

Sugai, G., et al. (2000). Applying positive behavior support and functional behavioral assessment in schools. Journal of Positive Behavior Interventions, 2(3): 131-143.

18). In this manner, the public and private sectors can ascertain that via reflection and debate, the appropriate issues are addressed, the product is truly what it is with no erroneous and misleading claims attached, and that consultation will be implemented in a manner equitable to all. This was the way, for instance that Pollard et al. (2001) and Roos et al. (2002) implemented food and nutrition policy schemes at the local, state, and national levels, for instance, in the case of Pollard et al. (2001), in child care centers.
Questions that involved in policy evaluation include:

Have the stated goals and performance indicators of the policy been achieved -- for instance, is corruption impeded and all foods truly styled for what they are including their potential negatives?

Are there changes in the area that the policy was supposed to be influencing?

Has the policy really caused the claimed change or are other factors…...

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Sources

Alma Ata Declaration of Health for All (1978)  http://www.who.int/hpr/NPH/docs/declaration_almaata.pdf ,

Bridgeman, P., & Davis, G. (2002). A policy cycle. In the Australian policy handbook (pp. 23-33). Canberra: AGPS.

Busch, L. (2002). The homiletics of risk. Journal of Agricultural and Environmental Ethics, 15, 17-29.

Cummins, S., & Macintyre, S. (2002). "Food deserts" -- evidence and assumption in health policy making. British Medical Journal, 325, 436-438.

Gordon's Functional Health Pattern (Teen)
Adolescent Summary - Gordon's Functional Health Pattern

Biographical Data

Date of Visit: 8/31/2012, 10:30am.

Age

DOB: 3/2/1999

ace/Gender Hispanic, Female

Weight: 34 kg.

Height: 4ft. 7 inches

BMI: Normal ange 16.6 kg/m2

Phone [HIDDEN]

eason for Visit: Evidence of exasperated asthmatic conditions. (Not an acute asthma attack). Became overexerted at school, 8/30/12. estless night and complaints of tightness in chest and inability to catch breath. Slight wheezing can be heard during exhales. Potential asthma complications; albuterol has proven slightly ineffective in easing symptoms and discomfort.

Financial History: Patient is fully covered under parent's insurance. Mother works; serving as informant and escort to physician. Single parent household.

Past Health History: Patient is fully immunized and receives all routine health and wellness physicals and exams as appropriate. Last physical exam 5/30/2011, prior to beginning of summer camp. History includes struggle with exercise-induced asthma (albuterol use via bronchodilator). Describes an allergy to pineapple (reaction includes appearance of red, rash like spots…...

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Reference

Hull, J., Hull, P., Parsons, J., Dickinson, J., & Ansley, L. (2009). Approach to the diagnosis and management of suspected exercise-induced bronchoconstriction by primary care physicians. BMC Pulmonary Medicine, 929.

Students ehavior
The learning atmosphere in schools have changed drastically over the years and the schools which were once considered safe are becoming sites of bullying, violence and anti-social activities, Presently the school administration and also the teachers are under tremendous pressure for ensuring a safe, disciplined and effective learning environment, enabling students to acquire academic and social skills that would equip them in academic achievement and assist them in the overall development of the students. This recent increase in the pressure is greatly due to the increasing incidences of violence in the schools and played up by the media and the challenges faced by the teachers in deciding the most appropriate disciplinary measures to set the problem student back on the learning path. This brings to light the changing profiles of teachers, from that of good academicians to that of a versatile educator-cum-counsellor-disciplinarian, capable of guiding his students through…...

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Bibliography

Gresham, F.M. (1998). Social skills training: Should we raze, remodel, or rebuild? Behavioral Disorders, 24, 19-25.

Grusec, J.E. (1982). The socialisation of altruism. In N. Eisenberg (ed), The Development of Prosocial behavior, 135-57.New York: Academic Press

Hartup, W.W. (1996) The company they keep: Friendships and their developmental significance. Child Development, 67, 1-13.

Horner, R.H. & Sugai, G. (2002). Overview of Positive Behavior Support. Paper presented at the 2002 Convention of the Council for Exceptional Children, New York.

Depending on the child's abilities and self-awareness, these could include avoidance of triggers, self-soothing strategies, and learning to process the feelings and choose more healthy alternative responses. Results of the -B-C assessment can be shared with other educators and parents and can assist in the planning of the next set of goals in the student's education plan.
second assessment strategy is monitoring achievement in the classroom. s shown in the short video available through the IRIS Center (http://iris.peabody.vanderbilt.edu/gpm/challenge.htm), test scores alone do not give teachers enough information about why their students are struggling and what kind of interventions would be effective in helping them. Curriculum-based measurement (CBM) on student progress can be used to inform instruction, estimate and then document student progress, and share information about student progress with parents and other educators.

The CBM process requires that the teacher first select appropriate tests (probes) for the students' grade and…...

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A second assessment strategy is monitoring achievement in the classroom. As shown in the short video available through the IRIS Center (  test scores alone do not give teachers enough information about why their students are struggling and what kind of interventions would be effective in helping them. Curriculum-based measurement (CBM) on student progress can be used to inform instruction, estimate and then document student progress, and share information about student progress with parents and other educators.http://iris.peabody.vanderbilt.edu/gpm/challenge.htm ),

The CBM process requires that the teacher first select appropriate tests (probes) for the students' grade and skill levels. As the school year progresses, students are given similar items on probes and should get more of these items correct as learning takes place. Probes must be administered on a regular basis, whether that is weekly, bi-weekly, or monthly, and must be scored the same way each time. In the third step of the process, the teacher graphs the results, providing a visual that is easy and quick to use, both for students and teachers. The graphs can also help with goal-setting, which is the final step in the process.

CBM serves as both formative and summative assessments. The formative aspect allows the teacher to change instruction in response to a student's needs. It allows students, educators and parents to focus on current achievements and deficits. The summative aspect allows student, teacher and parent to see what the student has accomplished over the entire year. It is an important component in goal-setting for the next academic year.

Behavior Change Chart
Behavior Chart

Antecedent

Behavior

Consequence

Possible Function

Janesta takes the doll Emily was playing with.

Emily bit Janesta.

Emily was picked up and told, "We don't bite," and held in lap for a few minutes before she runs to play with blocks.

Emily bit someone that was taking something from her in order to defend herself and received individual attention.

Without provocation Emily bites a boy

Emily bit the boy on the shoulder.

Emily was picked up by the assistant and moved her to the reading area where a book is read to her. Emily stayed there for ten minutes, quietly turning pages.

Emily bit the boy because she learned that she would get individual attention when she acted out in this way.

CE300 Unit 6 Project: Behavior Change Chart

Antecedent

How would you change the antecedent?

What do you expect to happen and why?

What else might happen and why?

What strategies would you implement and why? Include references!

Both antecedents included a low attention…...

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References

Behavior unraveled. (2011). Retrieved from http://behaviorunraveled.com/

therapy is usually applied in cases such as the one exhibited by Kong, following the loss of a loved one. The procedure is outlined below:
The Semi-Structured Clinical Interview

The informal assessment of individuals faced with the effects of the loss of a loved one such as Kong's case is the semi structured interview. This approach allows the therapist to classify victims according to the symptoms that they exhibit. The approach allows for the recording of changes in profile symptoms demonstrated over time. The information below should be collected from a client.

One's bio-data

The mental illness history of the family

Ones medical history

Any past visits or interactions with a psychiatrist

One's social history

Varying aspects of one's specific information should be collected regarding the loss of a loved one

There is need to focus the interview details on the secondary and primary characteristics of the death of the son. More questions…...

FBA Worksheet
Identify the Student's Behavior

The student's behavior is focusing on how their condition (i.e. attention deficit disorder) is negatively affecting their relationship with others in the class and the teacher. This is problematic, as they have not learned constructive ways to deal with their issues or how to use specific strategies to address these challenges. Over the course of time, this has a negative impact on them by changing their attitudes and making it difficult to interact with their peers and educators. This is the point, they can become disconnected with everyone else and fall behind the class. (Jordan, 2011) (Scott, 2010)

The student's problem behavior is for their inability to focus for long periods of time. This makes it difficult for them to concentrate and quietly listen to different ideas. Instead, they will misbehave and act out. This disrupts the class and it makes it difficult for them to connect…...

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References

Jordan, D. (2011). Functional Behavioral Assessment and Positive Interventions. Families and Advocates Partnership for Education. Retrieved from: www.fape.org

Scott, T. (2010). Functional Behavior Assessment. Intervention in School and Clinic, 46 (2), 87-94.

FBA and IDEA in Our School District
The functional behavioral assessment (FBA) is a method of solving a problem of student behavior by determining the cause of the problem and developing an intervention to address and correct it. It includes identifying the behavior that is the target and how it can be reached based on the information gathered about the student. Ideally, the entire school will participate in the process of addressing the issue, as each member of the school body brings a perspective and shared level of experience that can positively shape outcomes (Sugai et al., 2000). Likewise, based on the Individuals with Disabilities Education Act Amendents (IDEA), the need to implement an IEP (individualized education program) is imperative and should be aligned with the FBA (Drasgow, Bradley, Shriner, 1999). This paper will provide the steps used by my school district to complete an FBA, review the IDEA criteria for…...

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References

Chandler, L., Dahlquist, C. (2014). Functional Assessment: Strategies to Prevent and Remediate Challenging Behaviors in School Settings. NY: Pearson.

Drasgow, E., Bradley, R., Shriner, J. (1999). The IDEA amendments of 1997.

Education and Treatment of Children, 22(3): 244-266.

New Mexico Public Education Department. (2015). Functional Behavioral Assessment.