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How to define goals of behavioral assessments

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What are the goals of a functional behavioral assessment? How might a functional behavioral assessment be carried out for a student who exhibits disruptive behavior in the classroom?

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My suggestions to your problem are below:

SOLUTION:

I. Introduction

In your response you may wish to begin by describing some of the characteristics of a student who "exhibits disruptive behavior." Explain the difference between disruptive and other behaviors. What kinds of things does a student who is being disruptive do? Some examples of disruptive behavior include:

1) Blurts out answers
2) Is verbally challenging to classmates
3) Is loud and boisterous at inappropriate times (i.e. when in the Library)
4) Interrupts when someone else is speaking or the instructor is teaching
5) Makes noises and sounds that disturb his/her classmates when they are trying to learn

NOTE: Characteristics of disruptive behavior may present differently depending on the age of the student (primary, middle, secondary grades)

A student who is hyperactive or aggressive toward others presents different characteristics. You may wish to describe some of the characteristics that differentiate disruptive behaviors from other types of unacceptable classroom behaviors (i.e. fighting, not paying attention, constantly squirming and leaving his/her seat, etc.)

II. "What are the goals of a functional behavioral assessment?"

1) Ultimately a ...

Solution Summary

This 741-word solution provides step-by-step instructions on how to write a paper that discusses the goals of a functional behavioral assessment and with examples of how to define the goals of a functional behavioral assessment and how to execute one on a disruptive student. The solution also includes sample responses to each question and links to websites with more information to assist in completion of the assignment.

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See Also This Related BrainMass Solution

Functional Behavioral Assessment and Behavior Intervention Plan

Part 1: Select a Target Behavior. Use a friend, spouse, significant other, or your own child as a model. Define and clearly state the behavior to be changed in operational terms. Identify the terminal behavior and the expectations. This will keep the report aligned with expected outcomes and prevent reinforcement of unrelated or negative behaviors. Identify incremental behaviors if needed. Positive targets are desirable (e.g., increasing desired behavior versus decreasing behavior).

Part 2: Collect Baseline Information. Obtain a baseline of behavior prior to implementing the program by using a tally or a chart. Collect descriptive or quantitative data on intensity and/or frequency as appropriate. Collecting baseline data makes it possible to determine the effects of reinforcement as well as to identify changes in behavior.

Part 3: Identify a Reinforcer. What will the student receive throughout the process for exhibiting the desired behavior, and then upon reaching the goal? Remember, the reinforcer must be appealing to the student if he/she is expected to work to obtain it. Reinforcement should be individualized to the student and may be primary (tangible) or secondary (social). Internal or self-dispensed reinforcement can be used as long as the reinforcer is clearly defined.

Part 4: Develop a Behavior Change Program. What are the contingencies? Describe the learning situation. Arrange the environment so the desirable behavior will occur. Identify the method and schedule of reinforcement. Possible behavior change methods include: shaping, modeling, contingency contracting, token economy, extinction, time-out, desensitization, and punishment. Schedules include: fixed/variable, interval/ratio. Positive interventions are the most desirable. Set a realistic and specific goal slightly above baseline. State your goal in measurable terms.

Part 5: Implement the Behavior Change Program and Establish and Maintain Records. Maintain ongoing records of the target behavior to determine whether the response length or frequency has increased or decreased. Organize and chart in the same manner as the baseline data. Maintain some anecdotal records regardless of the data gathering method.

Part 6: Evaluate and Modify the Intervention. Analyze collected information. Compare baseline and intervention data to determine if the program has accomplished the goal. If progress is unsatisfactory, then change reinforcers or procedures. Use data to make changes in the program. Gradually eliminate reinforcement and/or prompts as appropriate.

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