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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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