Conducting school-based functional behavioral assessments: a practitioner's guide
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York [u.a.]
Guilford Press
2009
|
| Ausgabe: | 2. ed. |
| Schriftenreihe: | The Guilford practical intervention in the schools series
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | 1. Aufl. mit 1. Verf.: Watson, T. Steuart Includes bibliographical references (p. 259-265) and index |
| Beschreibung: | xviii, 270 p. ill. 27 cm |
| ISBN: | 9781606230275 |
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| 500 | |a Includes bibliographical references (p. 259-265) and index | ||
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Datensatz im Suchindex
| _version_ | 1804139223143415808 |
|---|---|
| adam_text | CONTENTS LIST OF FIGURES AND TABLES XVII 1. INTRODUCTION TO FUNCTIONAL
BEHAVIORAL ASSESSMENT 1 THE GOOD OLD DAYS 3 THE SHIFTING SANDS OF
TREATMENT APPROACHES 5 WHAT IS FUNCTIONAL BEHAVIORAL ASSESSMENT? 6 THE
NEED FOR OBJECTIVE AND INDIVIDUALIZED BEHAVIORAL ASSESSMENTS (OR, THE
COMMON ERRORS COMMITTED DURING FUNCTIONAL BEHAVIORAL ASSESSMENTS) 7 THE
NOT SO GOOD OLD DAYS : INTERVENTION MOMENTUM AND PREMATURE
IMPLEMENTATION 12 THE EVIDENCE BASE FOR FUNCTIONAL BEHAVIORAL ASSESSMENT
14 BRIEF OVERVIEW OF FUNCTIONAL BEHAVIORAL ASSESSMENT PROCEDURES 15 2.
GENESIS OF FUNCTIONAL BEHAVIORAL ASSESSMENT 18 A LOOK AHEAD 26 A SPECIAL
NOTE 26 3. LEGAL ASPECTS OF FUNCTIONAL BEHAVIORAL ASSESSMENT 28 THE
INDIVIDUALS WITH DISABILITIES EDUCATION IMPROVEMENT ACT 30 FUNCTIONAL
BEHAVIORAL ASSESSMENTS 32 WHEN DOES THE LAW REQUIRE THAT WE CONDUCT AN
FBA? 32 MUST WE CONDUCT AN FBA BEFORE SUSPENDING A STUDENT RECEIVING
SPECIAL SERVICES FOR LESS THAN 10 CUMULATIVE DAYS IN A SCHOOL YEAR? 33
IS PARENTAL CONSENT REQUIRED FOR THE DISTRICT TO CONDUCT AN FBA? 34 DO I
CONDUCT FBAS ONLY FOR CHILDREN WITH DISABILITIES, OR DO I HAVE TO USE
FBAS WITH CHILDREN IN REGULAR EDUCATION? 34 DOES THE LAW SPECIFY THE
LENGTH OF TIME FOR WHICH AN FBA IS CONSIDERED CURRENT OR VALID ? 36
MUST WE CONDUCT AN FBA PRIOR TO HOLDING A MANIFESTATION DETERMINATION
REVIEW? 37 WE OFTEN REMOVE STUDENTS TO AN INTERIM ALTERNATIVE
EDUCATIONAL SETTING (IAES) AND THEN CONDUCT AN FBA. IS THIS LEGAL? 37 IF
A STUDENT HAS ALREADY BEEN SUSPENDED, CAN WE CONDUCT A POST HOC FBA ?
37 WE HAVE A STUDENT WITH A DISABILITY WHO IS HAVING DIFFICULTY ON THE
BUS. MUST WE CONDUCT A BUS FBA? 38 DOES FBA APPLY TO EXTENDED DAY
PROGRAMS AND SUMMER SCHOOL? 39 // THERE IS NO ONE IN OUR SCHOOL DISTRICT
QUALIFIED TO CONDUCT AND INTERPRET FBAS, WHAT DO WE DO THEN? 39 BEHAVIOR
INTERVENTION PLANS 40 WHAT IS A BIP? 40 DOES THE LAW SPECIFY THE
SUBSTANTIVE COMPONENTS OF A BIP? 40 HOW DO WE DEMONSTRATE THE
SUFFICIENCY OF A BIP? 40 XIII XIV CONTENTS IS IT REALLY IMPORTANT THAT
THE POSITIVE BEHAVIOR INTERVENTION BE IMPLEMENTED AS INDICATED ON THE
1EP? (THIS ROUGHLY TRANSLATES TO: IS IT ENOUGH FOR US TO JUST HAVE THIS
PLAN ON THE IEP WITH NO EVIDENCE OF IMPLEMENTATION?) 41 IS THERE A
POTENTIAL RELATIONSHIP BETWEEN FBA/BIP AND FAPE? 41 WHAT ABOUT CHANGES
IN PLACEMENT? IS AN FBA/BIP NEEDED BEFORE A CHANGE IN PLACEMENT OCCURS?
42 SUMMARY 42 / 4. EVERYTHING YOU ALWAYS WANTED TO KNOW ABOUT THE
CONCEPTUAL 43 FOUNDATIONS OF FUNCTIONAL BEHAVIORAL ASSESSMENTS . . . BUT
WERE AFRAID TO ASK: OR, BASIC PRINCIPLES OF FUNCTIONAL BEHAVIORAL
ASSESSMENT ANTECEDENTS AND CONSEQUENCES 43 ANTECEDENTS OF BEHAVIOR 46
DISCRIMINATIVE STIMULI 46 MOTIVATING ANTECEDENTS OF BEHAVIOR 47 HOW
MOTIVATING OPERATIONS INFLUENCE DISCRIMINATIVE STIMULI 48 REINFORCING
CONSEQUENCES OF BEHAVIOR 54 CONCEPTUAL MODELS 58 THREE-TERM CONTINGENCY:
THE ABCS OFFBA 58 THE S-O-R-C MODEL 59 LIMITATIONS OF THE A-B-C AND
S-O-R-C MODELS 60 THE S-M-I-R-C MODEL 60 ADDITIONAL TERMS AND CONCEPTS
62 RESPONSE CLASS (WHEN IT RAINS, IT POURS) 62 RESPONSE CLASS
HIERARCHIES (FIRST THE SKY DARKENS, THEN THERE IS THUNDER, THEN
LIGHTNING, FOLLOWED BY LIGHT RAIN, THEN IT POURS) 63 A REAL-LIFE EXAMPLE
OF RESPONSE CLASS AND RESPONSE CLASS HIERARCHIES 63 MATCHING LAW 64
SUMMARY 65 5. KEY ELEMENTS OF FUNCTIONAL BEHAVIORAL ASSESSMENT 66
DECISION TREES 67 KEY ELEMENTS 67 INDIRECT FUNCTIONAL BEHAVIORAL
ASSESSMENT 70 DIRECT DESCRIPTIVE FUNCTIONAL BEHAVIORAL ASSESSMENT 73
TREATMENT VALIDITY OF FUNCTIONAL BEHAVIORAL ASSESSMENT 75 SUMMARY 76 A
FINAL ELEMENT: THE FUNCTIONAL BEHAVIORAL ASSESSMENT RATING SCALE 77 6.
OBSERVING AND RECORDING BEHAVIOR 83 DEFINING AND RECORDING BEHAVIOR 83
STAGE 1: THE INTERVIEW 84 STAGE 2: THE DIRECT OBSERVATION 86 FREQUENCY
RECORDING 87 DURATION RECORDING 88 INTERVAL RECORDING 89 PERMANENT
PRODUCT RECORDING 92 PERFORMANCE-BASED BEHAVIORAL RECORDINGS 92
REAL-TIME RECORDING 95 INTEROBSERVER AGREEMENT 95 SUMMARY 96 7. INDIRECT
FUNCTIONAL BEHAVIORAL ASSESSMENT 97 THE NEED FOR A GAME PLAN 97 GUIDING
CONCEPTUAL FRAMEWORK 98 INDIRECT FUNCTIONAL BEHAVIORAL ASSESSMENT 99
CONSIDERATIONS FAR EVALUATORS CONDUCTING INDIRECT FUNCTIONAL BEHAVIORAL
ASSESSMENTS 100 GENERAL DIRECTIONS FOR EVALUATORS USING INDIRECT
FUNCTIONAL BEHAVIORAL ASSESSMENT PROCEDURES 102 THE FUNCTIONAL
BEHAVIORAL ASSESSMENT SCREENING FORM 103 THE BEHAVIORAL STREAM INTERVIEW
106 CONTENTS XV CONSIDERATIONS WHEN EVALUATORS ARE USING THE ANTECEDENT
VARIABLES ASSESSMENT FORM, THE INDIVIDUAL VARIABLES ASSESSMENT FORM, AND
THE CONSEQUENCE VARIABLES ASSESSMENT FORM 110 THE ANTECEDENT VARIABLES
ASSESSMENT FORM 110 THE INDIVIDUAL VARIABLES ASSESSMENT FORM 111 THE
CONSEQUENCE VARIABLES ASSESSMENT FORM 111 THE FUNCTIONAL ASSESSMENT
INFORMANT RECORD FOR TEACHERS 122 SUMMARY 127 8. DIRECT DESCRIPTIVE
FUNCTIONAL BEHAVIORAL ASSESSMENT 128 THE TASK DIFFICULTY ANTECEDENT
ANALYSIS FORM 129 THE CONDITIONAL PROBABILITY RECORD 131 THE FUNCTIONAL
BEHAVIORAL ASSESSMENT OBSERVATION FORM 134 QUESTIONS FOR THE OBSERVER TO
CONSIDER WHEN USING THE FUNCTIONAL BEHAVIORAL ASSESSMENT OBSERVATION
FORM 136 EXAMPLE OF THE USE OF THE FUNCTIONAL BEHAVIORAL ASSESSMENT
OBSERVATION FORM 136 THE INTERVAL RECORDING PROCEDURE 138 STEP 1:
DESIGNING DATA-RECORDING PROCEDURES 138 STEP 2: STAFF TRAINING 139 STEP
3: IMPLEMENTING THE INTERVAL RECORDING PROCEDURE 139 STEP 4: ANALYZING
THE DATA 139 SPECIFIC USES OF THE INTERVAL RECORDING PROCEDURE 140
COMPARING AND CONTRASTING THE FUNCTIONAL BEHAVIORAL ASSESSMENT
OBSERVATION FORM AND THE INTERVAL RECORDING PROCEDURE 142 THE TASK
ANALYSIS RECORDING PROCEDURE 145 STEP 1: DESIGNING THE TASK ANALYSIS 146
STEP 2: DESIGNING THE INSTRUCTIONAL PROCEDURES 146 STEP 3: IDENTIFYING
THE INTERFERING BEHAVIORS TO BE RECORDED 146 STEP 4: DESIGNING THE TARP
DATA RECORDING FORM 147 STEP 5: STAFF TRAINING 147 STEP 6: IMPLEMENTING
THE TARP 147 STEP 7: ANALYZING THE DATA 148 SPECIFIC USES OF THE TASK
ANALYSIS RECORDING PROCEDURE 148 TROUBLESHOOTING 149 SUMMARY 152 CASE
EXAMPLE: INDIRECT AND DIRECT DESCRIPTIVE FUNCTIONAL BEHAVIORAL
ASSESSMENT 153 RELEVANT BACKGROUND INFORMATION 153 CRITIQUE OF PREVIOUS
ASSESSMENTS 153 CURRENT DISPOSITION 154 THE FUNCTIONAL BEHAVIORAL
ASSESSMENT PROCESS WITH DAWN 155 RECOMMENDATIONS 161 FINAL CASE
DISPOSITION 161 9. BRIEF FUNCTIONAL ANALYSIS OF BEHAVIOR 162 FUNCTIONAL
ANALYSIS 162 STRUCTURAL ANALYSIS 165 CONSEQUENCE ANALYSIS 168 BRIEF
FUNCTIONAL ANALYSIS 168 CASE EXAMPLE OF BRIEF FUNCTIONAL ANALYSIS 169
ISSUES ASSOCIATED WITH FUNCTIONAL ANALYSIS PROCEDURES 173 HOW CONSISTENT
ARE THE RESULTS BETWEEN THE VARIOUS FUNCTIONAL ASSESSMENT METHODOLOGIES
(I.E., FUNCTIONAL ASSESSMENT, BRIEF FUNCTIONAL ANALYSIS, AND EXTENDED
FUNCTIONAL ANALYSIS)? OR, DO WE REALLY NEED TO DO ALL THIS ASSESSMENT?
173 ARE INTERVENTIONS THAT ARE BASED ON FUNCTION MORE EFFECTIVE THAN
INTERVENTIONS THAT ARE BASED ON THE PRINCIPLES OF APPLIED BEHAVIOR
MODIFICATION? 173 ARE SCHOOL-BASED TEAMS ABLE TO ACCURATELY AND
CONSISTENTLY CONDUCT FUNCTIONAL ASSESSMENTS/ANALYSIS AND CORRECTLY
DETERMINE FUNCTION? 174 ARE SCHOOL-BASED TEAMS REALLY ABLE TO DESIGN
INNOVATIVE AND EFFECTIVE POSITIVE BEHAVIORAL SUPPORT PLANS? 174 SUMMARY
175 XVI CONTENTS 10. BEHAVIOR-ANALYTIC PROBLEM-SOLVING MODEL 176
COMPONENTS OF THE BEHAVIOR-ANALYTIC PROBLEM-SOLVING MODEL 177 CONTEXTUAL
VARIABLES 177 ANTECEDENT: DISCRIMINATIVE STIMULI 177 ANTECEDENT:
UNCONDITIONED MOTIVATING OPERATIONS 178 ANTECEDENT: CONDITIONED
MOTIVATING OPERATIONS 179 INDIVIDUAL MEDIATING VARIABLES 180 INDIVIDUAL
BEHAVIOR DEFICITS 182 BEHAVIOR 183 REINFORCING CONSEQUENCE(S) 184
PARAMETERS OF REINFORCEMENT 187 BEHAVIOR-ANALYTIC PROBLEM-SOLVING FORMS
189 11. FUNCTION-BASED INTERVENTIONS 196 POSITIVE BEHAVIOR SUPPORTS 198
COMPONENTS OF POSITIVE BEHAVIOR SUPPORT PLANS 198 SELECTING
INTERVENTIONS 199 ANTECEDENT VARIABLES 200 CONSEQUENCES 203 CASE EXAMPLE
OF FUNCTIONAL BEHAVIORAL ASSESSMENT AND FUNCTION-BASED INTERVENTION 205
FUNCTIONAL BEHAVIORAL ASSESSMENT PROCEDURES 205 FUNCTION-BASED
INTERVENTION 209 EFFECTS 209 SUMMARY 211 12. SAMPLE FUNCTIONAL
BEHAVIORAL ASSESSMENT REPORTS 212 COMPONENTS OF A FUNCTIONAL BEHAVIORAL
ASSESSMENT REPORT 212 FUNCTIONAL BEHAVIORAL ASSESSMENT DOCUMENTATION
FORM 213 SAMPLE FUNCTIONAL BEHAVIORAL ASSESSMENT REPORTS 213 EXAMPLE 1:
BRIEF FUNCTIONAL BEHAVIORAL ASSESSMENT REPORT FOR WARD CLEAVER 215
EXAMPLE 2: FUNCTIONAL BEHAVIORAL ASSESSMENT REPORT FOR LARRY WHITE 218
EXAMPLE 3: PSYCHOLOGICAL EVALUATION REPORT (EXTENDED REPORT VERSION) FOR
ERIC TROUT 226 EXAMPLE 4: FUNCTIONAL BEHAVIORAL ASSESSMENT REPORT FOR
HAL ALOU-YA 235 SUMMARY 247 13. DIRECT BEHAVIORAL CONSULTATION: OR, HOW
DO WE GET PEOPLE 248 TO IMPLEMENT INTERVENTIONS ACCURATELY AND
CONSISTENTLY? PLAN, HOPE, AND CHECK-IN 249 SELECT FROM THE MENU, PLEASE
249 CONSULTATION 249 DIRECT BEHAVIORAL CONSULTATION 250 PROBLEM
IDENTIFICATION 253 PROBLEM ANALYSIS 253 PLAN IMPLEMENTATION 253 PLAN
EVALUATION 253 RESEARCH ON DIRECT BEHAVIORAL CONSULTATION 253
CONSULTATION SUMMARY REPORT 254 PARTING SHOTS 257 THE QUIET CRISIS 257
AMERICAN IDLE 258 REFERENCES 259 AUTHOR INDEX 267 SUBJECT INDEX 269
|
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| author | Steege, Mark W. Watson, T. Steuart |
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| classification_rvk | DT 7300 |
| ctrlnum | (OCoLC)233544262 (DE-599)BVBBV035570011 |
| dewey-full | 370.15/28 |
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| discipline | Pädagogik |
| edition | 2. ed. |
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| id | DE-604.BV035570011 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T21:40:40Z |
| institution | BVB |
| isbn | 9781606230275 |
| language | English |
| lccn | 2008048497 |
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| owner_facet | DE-29 |
| physical | xviii, 270 p. ill. 27 cm |
| publishDate | 2009 |
| publishDateSearch | 2009 |
| publishDateSort | 2009 |
| publisher | Guilford Press |
| record_format | marc |
| series2 | The Guilford practical intervention in the schools series |
| spelling | Steege, Mark W. Verfasser aut Conducting school-based functional behavioral assessments a practitioner's guide Mark W. Steege, T. Steuart Watson 2. ed. New York [u.a.] Guilford Press 2009 xviii, 270 p. ill. 27 cm txt rdacontent n rdamedia nc rdacarrier The Guilford practical intervention in the schools series 1. Aufl. mit 1. Verf.: Watson, T. Steuart Includes bibliographical references (p. 259-265) and index Behavioral assessment of children Handbooks, manuals, etc Problem children Behavior modification Handbooks, manuals, etc School psychology Handbooks, manuals, etc Verhaltensmodifikation (DE-588)4062871-1 gnd rswk-swf Schüler (DE-588)4053369-4 gnd rswk-swf Verhaltensstörung (DE-588)4062872-3 gnd rswk-swf Didaktik (DE-588)4070463-4 gnd rswk-swf Schüler (DE-588)4053369-4 s Verhaltensstörung (DE-588)4062872-3 s Verhaltensmodifikation (DE-588)4062871-1 s DE-604 Didaktik (DE-588)4070463-4 s 1\p DE-604 Watson, T. Steuart Verfasser aut SWBplus Fremddatenuebernahme application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017625613&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Steege, Mark W. Watson, T. Steuart Conducting school-based functional behavioral assessments a practitioner's guide Behavioral assessment of children Handbooks, manuals, etc Problem children Behavior modification Handbooks, manuals, etc School psychology Handbooks, manuals, etc Verhaltensmodifikation (DE-588)4062871-1 gnd Schüler (DE-588)4053369-4 gnd Verhaltensstörung (DE-588)4062872-3 gnd Didaktik (DE-588)4070463-4 gnd |
| subject_GND | (DE-588)4062871-1 (DE-588)4053369-4 (DE-588)4062872-3 (DE-588)4070463-4 |
| title | Conducting school-based functional behavioral assessments a practitioner's guide |
| title_auth | Conducting school-based functional behavioral assessments a practitioner's guide |
| title_exact_search | Conducting school-based functional behavioral assessments a practitioner's guide |
| title_full | Conducting school-based functional behavioral assessments a practitioner's guide Mark W. Steege, T. Steuart Watson |
| title_fullStr | Conducting school-based functional behavioral assessments a practitioner's guide Mark W. Steege, T. Steuart Watson |
| title_full_unstemmed | Conducting school-based functional behavioral assessments a practitioner's guide Mark W. Steege, T. Steuart Watson |
| title_short | Conducting school-based functional behavioral assessments |
| title_sort | conducting school based functional behavioral assessments a practitioner s guide |
| title_sub | a practitioner's guide |
| topic | Behavioral assessment of children Handbooks, manuals, etc Problem children Behavior modification Handbooks, manuals, etc School psychology Handbooks, manuals, etc Verhaltensmodifikation (DE-588)4062871-1 gnd Schüler (DE-588)4053369-4 gnd Verhaltensstörung (DE-588)4062872-3 gnd Didaktik (DE-588)4070463-4 gnd |
| topic_facet | Behavioral assessment of children Handbooks, manuals, etc Problem children Behavior modification Handbooks, manuals, etc School psychology Handbooks, manuals, etc Verhaltensmodifikation Schüler Verhaltensstörung Didaktik |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017625613&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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