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E-grāmata: Practitioner's Guide to Functional Behavioral Assessment: Process, Purpose, Planning, and Prevention

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Practitioner's Guide to Functional Behavioral Assessment: Process, Purpose, Planning, and PreventionPalielināt
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This practical guide introduces functional behavioral assessment as a critical tool in planning interventions to reduce disruptive and other problematic behaviors. The book offers proven methods and strategies as a four-stage protocol in an easy-to-follow format with checklists, Q&A sections, applications, and an extended case example including an assessment report and intervention plan. Step-by-step instructions are delivered in an accessible teaching style, making all phases of assessment equally manageable. And although functional behavioral assessment is typically associated with schoolchildren, this material is also useful for working with adults in residential and community settings.The Guide gives readers:The basics of functional behavioral assessment.Guidance in preparing for conducting a functional behavioral assessment.An overview of assessment methods: formal and informal measures, interview, and observation.A framework for translating assessment data into an app

ropriate intervention plan.In-depth understanding of the role of prevention in behavioral intervention.A kit of questionnaires, worksheets, and other ready-to-use resources. Practitioner"s Guide to Functional Behavioral Assessment is an essential resource for clinicians and related professionals as well as researchers and graduate students in school and clinical child psychology; behavior therapy; assessment, testing and evaluation; special education; and educational psychology. 

Part I. Introduction .- Chapter 1. Introduction to the FBA Process: How to Use This Book.- Chapter 2. The Basics of Functional Behavioral Assessment.- Part II. Process .- Chapter 3. Process: Preparing for the Functional Behavioral Assessment.- Chapter 4. Process: Identifying Target Behaviors.- Chapter 5. Process: Records Review.- Chapter 6. Process: Interviews.- Chapter 7. Process: Informal and Formal Assessments.- Chapter 8. Process: Observation.- Part III. Purpose .- Chapter 9. Purpose: Analysis of the Data.- Chapter 10. Purpose: Development of Hypotheses.- Part IV. Planning .- Chapter 11. Planning: Deconstructed Functional Behavioral Assessment.- Chapter 12. Planning: Willow Wilding Case Review.- Chapter 13.Planning: Writing a Behavior Intervention Plan .- Part V. Prevention .- Chapter 14. Prevention: Climate, Culture and Community.
Part I Introduction
1 Introduction to the FBA Process: How to Use This Book
3(6)
What You Need to Know
3(1)
Strategy One Understand the Basics
3(2)
Strategy Two Understand the Scope
5(1)
Strategy Three What to Do
6(1)
Strategy Four Application
7(1)
A Before-You-Proceed Checklist
7(2)
2 The Basics of Functional Behavioral Assessment
9(16)
What You Need to Know
9(1)
Strategy One: Understand the Basics
9(6)
Functional Behavioral Assessment and Behaviorism
10(2)
Functional Behavioral Assessment and Education
12(3)
Strategy Two Understand the Scope
15(2)
Strategy Three What to Do
17(1)
Strategy Four Application
18(1)
Process
19(1)
Purpose
19(1)
Planning
19(1)
Prevention
19(1)
Strategy 5 What Not to Do
19(1)
A Before-You-Proceed Checklist
20(1)
References
20(5)
Part II Phase I: Process
3 Process: Preparing for the Functional Behavioral Assessment
25(14)
What You Need to Know
25(1)
Strategy One Understand the Basics
25(5)
Who Should Have a Functional Behavioral Assessment?
26(1)
Should Only Children or Adolescents Have a Functional Behavioral Assessment?
26(1)
In a School Setting, Can Only Students Receiving Special Educational Services Have a Functional Behavioral Assessment?
26(1)
If All of This Begins by Identifying the Student, What Comes Next?
27(3)
Strategy Two Understand the Scope
30(2)
So Who Are the Team Members?
31(1)
What if the Individual Is Doing Well with One Staff Member---Should that Staff Member Still Be Included?
31(1)
Is the Parent a Team Member?
31(1)
What Is a Parent's Role as a Team Member?
31(1)
What Is a Staff Member's Role as a Team Member?
32(1)
Strategy Three What to Do
32(2)
What Am I Supposed to Do?
33(1)
But, What Am I Supposed to Do?
33(1)
Strategy Four Application
34(1)
Prior to the Meeting
34(1)
During the Meeting
34(1)
Strategy Five What Not to Do
35(1)
A Before-You-Proceed Checklist
36(1)
References
37(2)
4 Process: Identifying Target Behaviors
39(12)
What You Need to Know
39(1)
Strategy One Understand the Basics
39(3)
What Is a Behavior?
40(2)
Strategy Two Understand the Scope
42(2)
If a Behavior Is an Action, Then What Is a Target Behavior?
42(2)
Which Behaviors Have the Greatest Degree of Intensity?
44(1)
Which Behaviors Are Most Frequent?
44(1)
Which Behaviors Have the Longest Span of Duration?
45(1)
Clarifying Questions
45(1)
Strategy Three What to Do
46(1)
Strategy Four Application
46(2)
Refusals
46(1)
Physical Aggressive Behavior
47(1)
Out-of-Area Behavior
47(1)
Disruptive Behavior
47(1)
Strategy Five What Not to Do
48(1)
A Before-You-Proceed Checklist
49(1)
References
50(1)
5 Process: Record Review
51(8)
What You Need to Know
51(1)
Strategy One Understand the Basics
52(1)
Strategy Two Understand the Scope
52(2)
What Are Records?
52(1)
Since We Are Focusing on Behavior, Do We Only Review Disciplinary Records?
53(1)
So, What Else Should Be Reviewed?
53(1)
Strategy Three What to Do
54(2)
Strategy Four Application
56(1)
A Before-You-Proceed Checklist
57(1)
References
58(1)
6 Process: Interviews
59(12)
What You Need to Know
59(1)
Strategy One Understand the Basics
59(2)
Strategy Two Understand the Scope
61(2)
Strategy Three What to Do
63(3)
Strategy Four Application
66(1)
Five Responses to Interview Challenges
66(1)
Strategy Five What Not to Do
67(1)
A Before-You-Proceed Checklist
68(1)
References
68(3)
7 Process: Informal and Formal Assessments
71(12)
What You Need to Know
71(1)
Strategy One Understand the Basics
71(1)
Informal Assessment
72(1)
Formal Assessment
72(1)
Strategy Two Understand the Scope
72(1)
Strategy Three What to Do
73(1)
Strategy Four Application
74(1)
Functional Analysis Screening Tool (FAST)
74(1)
Motivation Assessment Scale (MAS)
74(1)
Questions About Behavioral Function (QABF)
75(1)
Achenbach System of Empirically Based Assessment (ASEBA)
75(2)
Behavior Assessment System for Children, Third Edition (BASC-3)
77(1)
Beck Youth Inventories, Second Edition (BYI-II)
78(1)
Social Skills Improvement System Rating Scale (SSIS-RS)
78(1)
Conners Comprehensive Behavior Rating Scales (Conners CBRS)
79(1)
Burks Behavior Rating Scales, Second Edition (BBRS-2)
80(1)
Formal Measures for Specific Problems
80(1)
A Before-You-Proceed Checklist
81(1)
References
82(1)
8 Process: Observation
83(16)
What You Need to Know
83(1)
Strategy One Understand the Basics
83(3)
Five Recommendations for Observer Conduct
84(1)
Four Guidelines for Successful Observations
85(1)
Strategy Two Understand the Scope
86(2)
Strategy Three What to Do
88(4)
Data Collection Methods
88(4)
ABC Data Collection
92(1)
Strategy Four Application
92(3)
Refusals
93(1)
Physical Aggressive
93(1)
Out-of-Area Behavior
93(1)
Disruptive
94(1)
Strategy Five What Not to Do
95(1)
A Before-You-Proceed Checklist
95(1)
References
96(3)
Part III Phase II: Purpose
9 Purpose: Analysis of the Data
99(14)
What You Need to Know
99(2)
Strategy One Understand the Basics
99(1)
Strategy Two Understand the Scope
100(1)
Strategy Three What to Do
101(1)
Organize Data
101(1)
Link Data
102(1)
Descriptive Analysis
103(2)
Graphing
105(4)
Strategy Four Application
106(3)
Linking
109(2)
Strategy Five What Not to Do
111(1)
A Before-You-Proceed Checklist
111(1)
References
112(1)
10 Purpose: Development of Hypotheses
113(10)
What You Need to Know
113(1)
Strategy One Understand the Basics
113(1)
Strategy Two Understand the Scope
113(1)
Strategy Three What to Do
114(2)
Characteristics of an Effective Hypothesis
115(1)
Strategy Four Application
116(3)
Approach A
116(1)
Approach B
117(1)
Approach C
118(1)
Strategy Five What Not to Do
119(1)
A Before-You-Proceed Checklist
119(1)
References
119(4)
Part IV Phase III: Planning
11 Planning: Deconstructed Functional Behavioral Assessment
123(10)
Part 1 Assessment Procedures
123(1)
Part 2 Referral Information
123(2)
Background Information
124(1)
Part 3 Operational Definition of Target Behaviors
125(1)
Part 4 Previous Intervention Strategies and Consequences
126(1)
Part 5 Assessment Summary
126(3)
Part 6 Hypothesis
129(2)
Part 7 Recommendation
131(2)
12 Planning: Willow Wilding Case Review (FBA and BIP)
133(12)
Process (List Target Behavior(s) Along with Operationalized Definitions)
133(1)
Data Collection
134(3)
Indirect Assessment
134(3)
Direct Observation
137(1)
Purpose
138(2)
Planning
140(1)
Prevention (Changes Made to the Environment's Climate, Culture, and Community)
140(5)
13 Planning: Writing a Behavior Intervention Plan
145(18)
What You Need to Know
145(1)
Strategy One Understand the Basics
145(2)
Strategy Two Understand the Scope
147(1)
Strategy Three What to Do
147(7)
Strategy Four Application
154(4)
Strategy Five What Not to Do
158(1)
A Before-You- Proceed Checklist
158(1)
References
159(4)
Part V Phase IV: Prevention
14 Prevention: Climate, Culture, and Community
163(6)
What You Need to Know
163(4)
Understanding the Present
163(1)
Understanding the Future
164(3)
References
167(2)
Appendices 169(58)
Index 227
Stephanie M. Hadaway, Ed.S., LPC, received her Master of Education in Guidance and Counseling from the University of Tennessee at Chattanooga and her Educational Specialist in Educational Leadership from Nova Southeastern University. Ms. Hadaway has a rich background in child and adolescent therapy. As a Licensed Professional Counselor (LPC) in Georgia, she has worked with adults, couples, adolescents, and children with a variety of mental health needs. Specifically, Ms. Hadaway has specialized in serving children and adolescents with severe emotional disturbance in both outpatient and day treatment settings. She has facilitated groups, worked with families, and provided individual therapy. In addition to providing therapeutic counseling services, Ms. Hadaway has spent more than ten years providing educational and behavioral support within the public school system. She is a certified teacher who has worked in both elementary and middle schools in the inclusive, resource and self-contained settings. Currently, she is a behavior specialist within the public school system and serves all grade levels.

Alan W. Brue, Ph.D., NCSP, received his Master of Arts, Education Specialist, and Doctor of Philosophy degrees in school psychology from the University of Florida. Dr. Brue is a Nationally Certified School Psychologist (NCSP) who has worked for more than 15 years providing a wide range of school psychological services to metro-Atlanta school districts. He currently works as a school psychologist and has extensive knowledge of and experience with children and adolescents who exhibit behavior problems. In addition to his school-based experience, Dr. Brue currently holds a core faculty teaching position in a school psychology training program, where he develops and teaches graduate classes such as Functional Behavioral Assessment, Psychopathology of Children and Adolescents, Psychological Assessment, E

xceptional Children in the Classroom, and Childand Adolescent Development. With Linda Wilmshurst, he has co-authored A Parents Guide to Special Education: Insider Advice on How to Navigate the System and Help Your Child Succeed (AMACOM, 2005), The Complete Guide to Special Education: Expert Advice on Evaluations, IEPs, and Helping Kids Succeed (Second Edition) (Jossey-Bass, 2010), and Essentials of Intellectual Disability Assessment (Wiley, 2016). Dr. Brues website is AlanBrue.com.
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