functional

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Generalization Many students have great difficultygeneralizing skills from: Object to object Situation to situation Location to location Teach skills in a variety of locations, usingdifferent objects, and under differentconditions.
Questions?
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 32 and 33: An FBA must have apredetermined des
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 56: ResourcesLearning Legacy, Inc.•
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