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221 Practitioner’s Guide to Functional Behavioral Assessment

已有 326 次阅读 2019-5-15 22:45 |系统分类:科研笔记

Practitioner’s Guide to Functional Behavioral Assessment

Process, Purpose, Planning, and Prevention

Stephanie M. Hadaway 

Alan W. Brue

pages 37-50

process:identifying target behavior

an FBA will be used to assess a wide range of challenging behaviors in individu-als who do and do not have a particular disability

a behavior is a measurable action or act,it is not a feeling,it is not an emotion, it is what a person is doing

as a practitionere,the goal of behavior planning is not to just eliminate unwanted behavior,it is also to develop pro-social behaviors

certain behaviors that might be difficult in one environment can actually be commonplace and accepted in another environment,certain behaviors that might be difficult in one environment can actually be encouraged in another, behaviors that might be a problem in the classroom can be embraced in debate club,drama club,or on a sports team,behaviors that might be comforting to a person can be scary to everyone else.

teaching a student when to demonstrate a behavior is sometimes more important than eliminating the behavior altogether

social and situational awareness are keys to navigating the social landscape

is the behavior atypical?the behavior should be considered in light of what would be the acceptable typical behavior for a student participating in a more typical learning environment

is the behavior inappropriate?the behavior should be considered in light of what would be the acceptable appropriate behavior for a student participating in a more typical learning environment

is the behavior interfering?the behavior should be considered in light of what would be the acceptable normal behavior for a student participating in a more typical learning environment

is the behavior uncontrolled?the behavior should be considered in light of what would be the acceptable controlled behavior for a student participating in a more typical learning environment

is the behavior dangerous?the behavior should be considerd in light of what would be the acceptable safe behavior for a student participating in a more typical learning environment

when considered the intensity of a behavior,the practitioner is determining the level of severity in which the behavior is demonstrated.

問題行為的程度(輕度:無攻擊性或無危害,重度,嚴重)

when considered the frequency of a behavior,the practitioner is determining how often the behavior occurs

when considered the duration of a behavior,the practitioner is determining how long the behavior occurs

physical danger and harm to others takes precedence over the less aggressive behaviors

think of a typical community or classroom setting

which behavior are the most atypical?

which behavior are the most inappropriate?

which behavior are the most interfering?

which behavior are the most uncontrolled?

which behavior are the most dangerous?

to develop an effective target behavior,it must first be operationalized:

be specific

be descriptive

have an observable beginning and end

have a measurable dimension

addtional,one could add:

understandable

relevant to the context

objective


how do you actually write a target behavior?

1.who

2.what

3.when

4.how

example:

mark refuses and verbally states "no" when prompted to complete math computation problems

ava hits and kicks other students when she experiences a disappointment,setback,or loss

juan leaves his assigned area in groups without permission

carla talks out both on and off topic to her teacher throughout her reading lessons


a good target behavior will be understandable to anyone who reads it,they will know what the behavior actually looks like










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