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This 5 page Class Notes was uploaded by Katherine Pawlicki on Sunday September 20, 2015. The Class Notes belongs to 388 at Illinois State University taught by Dr. Crowley in Fall 2015. Since its upload, it has received 5 views. For similar materials see Classwide and Individualized Behavior Supports in Professional Education Services at Illinois State University.
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Date Created: 09/20/15
FF 7 D U D FF 0 5 0 3 m r o 3 LO 9 PF 7 D 2 3 L0 390 0 n D o c D U rI O 2 U1 instruments time based direct observation of behavior in order to examine the relationship between the environment and behavior human behavior is learned antecedents behavior consequences are linked human behavior is observable human behavior is measurable behavior serves a function the function is valid for the individual behavior is communication behavior focuses on either obtaining or avoiding something a person either wants or does not want Antecedent sbefore Behaviorsduring Consequencesafter dentify The personal or family issues that affect the behavior Health or medical concerns that affect the behavior The speci c environmental variables that predict either the occurrence or nonoccurrence of the behavior The physical Environment The learning Environment The social Environment Environment analysis ldentify and remove danger Engage in prevention Promote learning and socialization Safety SeaUng ighting noise distraction temperatu re genera atmosphere materias manipuatives curricuum activities instructiona demands modi cations teacher student interactions disruptions behaviora interventions peer interactions genera atmosphere Change from abstract presentation to sensory presentation or visa versa Combine sensory experiences with verbal explanations provide additional practice provide additional time to complete work use assistive technology interpreters braille other Accommodations anything that is done to make a task accessible Modi cations examples adjust task amount sow the pace of instruction use words to label use pictures use manipulatives use large print use color word or symbolic cues simplify the task or the wording use concrete representation of concepts to show functional use use each one and combine the tactile mode with visual oral or kinesthetic modes ramps arm rest wall support wider door ways Change location of instruction change the time of the day for instruction move to an environment that best suits the task Change setting to order to make the modi ed task possible Individualizeassessplanimplementevaluate repeat Teachers want behaviors interview relevant individuals observe in various settings conduct systematic environmental manipulations Behavior description what is the child doing Setting analysis ABC Behavior function why is the child doing this behavior hypothesis statement I understand why the child is doing this ntervention selection Evauation Step 1 observe the behavior Behavior description What is the behavior Express How the behavior is expressed Frequency how often Duration how long Magnitude why should we worry Step 2 identify the setting variables the environment what events and circumstances bring about the behavior what is going on before the behavior occurs what follows the behavior what happens after the behavior occurs anayze the ABC connection Conduct an environment assessment what are the aspects Step 3 What is the function of the behavior Obtain desirable events Avoid escape undesirable events Internal and external Pg 174 Summary of aggregating data get to know the child get to know the environment find out what needs to be known Generate data from a variety of sources pan implement and evaluate instruction conduct functional assessment for focused behavioral assessment and analysis Step 4 Develop a hypothesis statement definition a statement describes the relationship between the behavior and the events andor circumstances in the environment Step 5 develop an effective intervention cear hypothesis statements lead to effective interventions Hypothesis based interventions frequently involve modification of context learning task assignment speci cations teaching new and desirable behaviors such as instead of tearing my paper I will Step 6 evaluation plan is this plan working has the behavior changed what does my data say Do I need to adjust my plan do I need to make additional adjustments in the context Do I need to teach the student additional new alternative behaviors Summary functional of behavioral analysis The planned outcome of a functional behavior analysis includes A clear detailed behavior and description Prediction of the behavior Documentation of the function of the behavior Effective interventions Paper going through the six steps that were learned 2a observations 2b hypothesis 2c intervention 2d Page 214 is helpful for 2 D for the project 2b analyze data from observations Does this because 2c intervention