functional

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An FBA must have apredetermined design.A Baseline A Intervention A Baseline B InterventionM 14A BaselineA InterventionT 16 A BaselineB InterventionW 14TH 13F 14Number of out-of-seat occurences0 2 4 6 8 10 12 14 16 18 20M 13T 10W 11TH 12F 10M 13T 17W 16TH 17F 15M 15T 14W 13TH 14F Days 13MTWTFMTWTFMTWTFMTWTF
Behavior Work refusalExamples of Functional Wandering in room HittingRelationshipsPossible Relationship Tasks not presented insmall, manageablechunks Lack of interest intopic or competingstimuli that is morereinforcing Attention from adult
Page 1 and 2: HELP! What am I doing?Functional Be
Page 4 and 5: What is this all about, anyway? The
Page 6 and 7: What is the person trying to tellyo
Page 8 and 9: Functional Assessment ofBehavior(FB
Page 11 and 12: How do you conduct an FBA? 3 method
Page 13 and 14: What are observational methods Anec
Page 15 and 16: The actions immediatelyfollowing a
Page 17 and 18: WHY? The antecedent to the behavior
Page 19 and 20: The structured observationand colle
Page 21 and 22: ExamplesTantrum• Operational: The
Page 23 and 24: How does one get started?Operationa
Page 26 and 27: What will be observed? Frequency of
Page 28 and 29: Data Sheets Can use previously publ
Page 30 and 31: Data Collection Data should be coll
Page 34 and 35: It is important to remainobjective
Page 36 and 37: Moving fromAssessment to Interventi
Page 38 and 39: Example - BIP Student will develop
Page 40 and 41: Basic Behavioral Principles Behavio
Page 42 and 43: The Behavior Intervention Plan(BIP)
Page 44 and 45: Process1)Parent-TeacherTeacher-Stud
Page 46 and 47: Behavioral Goals and Objectives The
Page 48 and 49: Example - Behavior Goals (cont.) Go
Page 50 and 51: Shaping Providesreinforcement forbe
Page 52 and 53: Prompting Hand over hand Prompt fro
Page 54 and 55: Generalization Many students have g
Page 56: ResourcesLearning Legacy, Inc.•

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