discussion post
Description
Behavior Intervention Planning Stage
Post the data collection strategies you will use to inform your Functional Assessment and Behavior Intervention plans; why are these data collection methods the most appropriate for your student/character; and then provide examples of what the tools look like for your data. Develop a graph/visual of at least 3 data points for your student and include with your discussion.
3 data collection strategies to be used are Frequency, Duration, Direct Observation.
Check upload for the charts to be used
Graph will be on a students direct refusal to complete transitions. I.E.: Student A when asked to transition from breakfast to class refuses to move for undetermined amounts of time. This behavior occurs at random times but essentially during most transitional periods. Going from breakfast to class, from PE back to class, or at dismissal to the bus. Student A will give a precursor at times stating: “Im going to show out today”. There are moments when some refusals include aggressive physical behavior but we are not tracking those at this time.
Here are the sources to use:
Alberto, P. A., Troutman, A. C., & Axe, J.B. (2021). Applied behavior analysis for teachers (10th ed). Pearson.
Saint Leo University. (n.d.). Instructional Strategies for Diverse Learners. Module 3.
Orr, R. K., Caldarella, P., Hansen, B. D., & Wills, H. P. (2020). Managing student behavior in a middle school special education classroom using CW-FIT tier 1. Journal of Behavioral Education, 29(1), 168×7. https://doi.org/10.1007/s10864-019-09325-w
Unformatted Attachment Preview
Day
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F
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Date
Comments:
Behavior Count
3
5
# of times speaking out of turn (without raising hand)
45
40
35
30
25
20
15
10
5
0
sample student
Comments:
45
40
35
30
25
20
15
10
5
1-Oct
30-Sep
29-Sep
28-Sep
27-Sep
26-Sep
25-Sep
24-Sep
23-Sep
22-Sep
21-Sep
20-Sep
19-Sep
18-Sep
17-Sep
16-Sep
15-Sep
14-Sep
13-Sep
12-Sep
11-Sep
10-Sep
0
9-Sep
Date
Behavior Count
8-Sep
12
9-Sep
6
10-Sep
24
11-Sep
40
12-Sep
36
15-Sep
8
16-Sep
6
17-Sep
11
18-Sep
6
19-Sep
2
22-Sep
10
23-Sep
4
24-Sep
7
25-Sep
4
26-Sep
1
27-Sep
2
28-Sep
0
29-Sep
1
30-Sep
2
1-Oct
2
8-Sep
Day
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# of times speaking out of turn (without raising hand)
Positive Behavioral
Support
One approach to functional assessment
Positive Behavioral Support
Step 1: Goal Identification
? Step 2: Information Gathering
? Step 3: Hypothesis Development
? Step 4: Support Plan Design
? Step 5: Implementation and Monitoring
?
Activities: Identifying Goals
?
Create a profile of the student
?
Determine the studentàstrengths and
challenges/needs
Identify team members and commitment
? Establish ground rules
? Identify broad goals
? Define target behaviors
?
Activities: Gathering Information
Record Review (review cum folder)
? Interview: student and those who know
him/her
? Direct Observation
? Scatter Plot
? A-B-C Recording
? Other assessments as needed
?
Activities: Developing Hypotheses
?
Analyzing patterns
?
Antecedents (contexts), consequences (functions)
Generating summary statements
? Setting events
?
?
Broader than antecedents and consequences
Activities: Support Plan Design
Complete behavioral model
? Intervention planning
? Crisis management planning
? Generalization and maintenance
?
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