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Functional Assessment: Strategies to Prevent and Remediate Challenging Behavior in School Settings

by: Chandler, Lynette K.; Dahlquist, Carol M.

Functional Assessment: Strategies to Prevent and Remediate Challenging Behavior in School Settings

by: Chandler, Lynette K.; Dahlquist, Carol M.

ISBN 13:
9780130156754
ISBN 10:
0130156752
Format: Paperback
Copyright: 01/01/2002
Publisher: Pearson College Div
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Summary

This book is unique in its wide application to a number of settings. The comprehensive, practical treatment of functional assessment addresses preschool through high school levels, regular education and self-contained classroom settings, and special and regular student populations. Its strong use of vignettes and open-ended case studies promotes problem solving among readers as they identify the function of behavior, choose intervention options, and pinpoint typical functional assessment practices. Focuses on three functions of behavior-positive reinforcement, negative reinforcement, and sensory stimulation/sensory regulation. Covers specific interventions by function, with coverage of intervention techniques. Encourages positive, team-based approaches to the prevention and remediation of challenging behavior. Provides practical solutions, instructing readers on how to conduct functional assessment in the classroom as well as other school settings and how to choose and apply interventions based on functional assessment.

PART ONE Introduction to Challenging Behavior and the Functional Assessment and Intervention Model

(40)

The Importance of Identifying and Addressing Challenging Behavior

(10)

Summary

(1)

Identifying Why Challenging Behavior Occurs

(12)

The Bad Child

(2)

The Disability

(2)

The Bad Family or Poor Parenting and Discipline

(2)

The Bad Home Situation

(2)

Previous Trauma and Experience

(2)

Summary

(1)

Assumptions and Goals of Functional Assessment

(16)

Challenging Behavior and Appropriate Behavior Are Supported by the Current Environment

(2)

Behavior Serves a Function

(7)

Positive Reinforcement Function

(1)

Negative Reinforcement Function

(3)

Sensory Regulation/Sensory Stimulation Function

(3)

Challenging Behavior Can Be Changed Using Positive Intervention Strategies That Address the Function of Behavior

(2)

Functional Assessment Should Be a Team-Based Process

(1)

The Goals of Functional Assessment

(1)

Summary

(3)

PART TWO Conducting a Functional Assessment

(42)

Assessing the Current Environment

(22)

Collecting Information Through Referral and Interview

(7)

Collecting Information Through Direct Observation

(12)

Antecedents

(1)

Consequences

(2)

Setting Events

(7)

Summary

(3)

Identifying the Function of Challenging and Appropriate Behaviors

(18)

Obtains Something Positive (Positive Reinforcement)

(2)

Avoids/Escapes Something Aversive (Negative Reinforcement)

(1)

Sensory Regulation/Sensory Stimulation

(2)

Identifying and Verifying the Function of Behavior

(7)

Summary

(3)

PART THREE Selecting and Implementing Function-Based Interventions

(130)

Selecting Setting Event, Antecedent, and Consequence Strategies and Appropriate Replacement Behaviors

(16)

Setting Event and Antecedent-Based Intervention Strategies

(1)

Consequence-Based Intervention Strategies

(3)

Selecting Intervention Strategies and Appropriate Replacement Behaviors

(10)

Intervention Must Address the Function of Challenging Behavior

(1)

Employ Natural Stimuli

(1)

Intervention Strategies Must Be Feasible and Acceptable

(1)

Select Normative Intervention Strategies

(1)

Select Strategies That Can be Applied Class-Wide

(1)

Select Educational or Functional Replacement Behaviors

(1)

Select Normative Behaviors

(1)

Select Acceptable Replacement Behaviors

(1)

Select Efficient Replacement Behaviors

(1)

Select Appropriate Behaviors That Are Incompatible with Challenging Behavior

(1)

Summary

100

(1)

Intervention Strategies Related to the Positive Reinforcement Function

101

(20)

Positive Reinforcement Intervention Strategies

102

(11)

Use the Reinforcer That the Student Currently Obtains for Challenging Behavior to Reinforce Appropriate Replacement Behavior

102

(2)

Stop Providing, or Prevent the Delivery of the Reinforcer That the Student Currently Obtains for Challenging Behavior

104

(1)

Use Differential Reinforcement to Increase Appropriate Behaviors

105

(4)

Provide More Reinforcement for Appropriate Behavior Than the Student Currently Receives for Challenging Behavior

109

(1)

Provide Positive Reinforcement to Peers Who Engage in the Appropriate Replacement Behavior

110

(1)

Identify Appropriate Behavior: Tell the Student What to Do versus What Not To Do

110

(1)

Redirect the Student to the Appropriate Replacement Behavior

111

(1)

Teach Students Appropriate Methods to Request Reinforcement

111

(1)

Provide Presignals and Safety Signals

112

(1)

Tips for Using Positive Reinforcement

113

(6)

Provide Reinforcers Immediately and Consistently Following Behavior

113

(1)

Provide Reinforcers Contingent on Appropriate Behavior

114

(1)

Vary Reinforcers

115

(1)

Individualize Reinforcers

115

(1)

Employ Natural Reinforcers

116

(1)

Employ Acceptable Reinforcers

117

(1)

Do Not Interrupt Appropriate Behavior When Delivering Reinforcers

117

(1)

Provide Effective Social Reinforcement

118

(1)

Summary

119

(2)

Intervention Strategies Related to the Negative Reinforcement Function

121

(30)

Teach Appropriate Behaviors That Result in Escape or Avoidance

123

(3)

Teach Students Appropriate Methods to Indicate That They Do Not Want to Begin or Participate in an Activity, Use Materials, or Interact With Peers

123

(1)

Teach Students Appropriate Methods to Request Alternative Activities, Tasks, Materials, People, or Locations

123

(2)

Teach Students Appropriate Methods to Request Breaks from Aversive Tasks or Activities

125

(1)

Teach Students Appropriate Methods to Request an End to Activities, Interactions, or Tasks

126

(1)

Strategies to Change the Function

126

(1)

Category One: Change the Task, Activity, Materials, and Peers

127

(7)

Reduce the Difficulty: Make the Instructions Easier to Understand, Make the Task or Activity Easier to Do, and Make the Materials Easier to Use

127

(2)

Reduce or Change Task Demands or Expectations or Shorten the Duration of the Activity or Task

129

(1)

Provide Choice of Tasks, Activities, Materials, and Peers

130

(2)

Make the Task, Activity, or Materials More Interesting

132

(2)

Category Two: Arrange for Incremental and Continued Success in Performing the Task or Using the Materials

134

(7)

Provide Assistance During the Task or Activity

135

(1)

Provide Positive Corrective Feedback During the Task or Activity

136

(1)

Model Task-Related Behavior and Appropriate Behavior

136

(1)

Provide Prompts and Cues Prior to the Task or Activity

137

(1)

Reinforce Partial Task Completion

137

(1)

Reinforce Participation and Successive Approximations Toward the Behavioral Objective

138

(1)

Teach the Student Appropriate Ways to Request Assistance

139

(1)

Use Small Cooperative Groups or Peer Tutoring

140

(1)

Category Three: Intersperse Activities, Tasks, and Materials

141

(4)

Alternate Tasks, Activities, and Materials

141

(1)

Use Behavioral Momentum

142

(1)

Use Preferred Activities or Tasks to Reinforce Participation in Nonpreferred Activities and Tasks

143

(1)

Provide Breaks During the Activity or Task

144

(1)

Category Four: Other General Strategies

145

(4)

Provide Presignals and Safety Signals to Increase Self-Control

145

(1)

Ignore Challenging Behavior

146

(1)

End the Task or Activity on a Positive, Successful Note

147

(2)

Summary

149

(2)

General Intervention Strategies Related to the Sensory Regulation/Sensory Stimulation Function

151

(16)

General Sensory Regulation/Sensory Stimulation Strategies

153

(13)

Alternate Active, Highly Stimulating Tasks with Passive, Less Stimulating Tasks

153

(2)

Provide Multisensory Stimuli and Individualize Types of Sensory Stimuli

155

(1)

Redirect the Student to an Appropriate Activity That Provides Required Levels or Forms of Stimulation

156

(1)

Provide Presignals and Safety Signals

157

(1)

Teach the Student to Request a Change in Stimulation or a Break From Stimulation

158

(2)

Teach Appropriate Behaviors That Result in Desired Levels and Types of Sensory Stimulation

160

(3)

Teach Self-Control and Tolerance

163

(2)

Increase Your Tolerance for the Types of Stimulation That Students Require

165

(1)

Summary

166

(1)

Specific Intervention Strategies Related to the Increase and Decrease Sensory Regulation/Sensory Stimulation Functions

167

(24)

Strategies That Match the Increase Sensory Regulation/Sensory Stimulation Function

167

(13)

Provide Stimulating Activities and Materials During and Between Activities and Tasks

169

(3)

Develop Effective and Efficient Transitions

172

(1)

Reduce Waiting

173

(2)

Add Movement to Activities and Movement Breaks

175

(1)

Increase the Pace of Instruction and Interaction

176

(1)

Provide Variety in Instruction, Materials, and Student Response

177

(1)

Use Stimulating Social Reinforcement

178

(1)

Conduct Calming Activities at the End of Stimulating Activities

179

(1)

Strategies That Match the Decrease Sensory Regulation/Sensory Stimulation Function

180

(8)

Develop Areas That Provide Low Levels of Stimulation

181

(1)

Decrease the Level of Sensory Input and Stimulation

182

(1)

Structure the Environment and Provide Predictable Schedules

183

(3)

Reduce the Pace of Instruction and Interaction

186

(1)

Use Reinforcement That Provides Low Levels of Stimulation

186

(1)

Conduct Arousal or Jump-Start Activities at the Beginning of Stimulating Activities

187

(1)

Summary

188

(3)

Prevention Strategies and Strategies to Promote Generalization and Maintenance of Behavior

191

(22)

Generalization and Maintenance

191

(2)

Strategies to Promote Generalization and Maintenance

193

(7)

Select and Teach Functional Target Behaviors

193

(1)

Employ Common and Natural Stimuli and Consequences

194

(2)

Train Loosely

196

(1)

Provide Sufficient Exemplars

196

(1)

Use Indiscriminable and Intermittent Contingencies

197

(1)

Teach Mediation Strategies

198

(1)

Specify a Fluency Criterion

198

(1)

Employ Sequential Modification

199

(1)

Implementing Strategies to Promote Generalization and Maintenance

200

(1)

Prevention Strategies

201

(10)

Summary

211

(2)

PART FOUR Functional Assessment Within School Settings

213

(58)

Guidelines for Program Implementation and Consultation

215

(26)

Guidelines for Conducting Functional Assessment and Implementing Interventions

216

(9)

Learn How to Respond During a Crisis

216

(2)

Involve the Family

218

(2)

Be Patient

220

(1)

Expect Increases in Challenging Behavior and Periodic Regressions of Behavior

221

(1)

View Intervention as a Dynamic and Evolving Process

222

(2)

Apply Intervention and Prevention Strategies Class-Wide

224

(1)

Frequent Objections to Intervention or Reasons for Resistance

225

(6)

Students Should Be Self-Motivated

227

(1)

I Don't Have Time to Do This

228

(1)

It is Not My Job

228

(1)

It is Not Fair to Treat Students Differently

229

(1)

It is Not My Fault

230

(1)

It Won't Work or I Tried That Already and it Didn't Work

230

(1)

Tips for Providing Functional Assessment Consultation

231

(8)

Begin with One Teacher Who is Willing to Participate and Spread the Word about Success

231

(1)

Reduce Jargon

232

(2)

Emphasize That the Functional Assessment/Intervention Model is One of Many Tools

234

(1)

Do Not Blame or Criticize

235

(1)

Acknowledge the Expertise and Skills of Educators with Whom You are Consulting

235

(1)

Demonstrate Understanding of the Variables That Affect Staff

235

(1)

Anticipate and Be Prepared to Respond to Resistance Issues

236

(1)

Brainstorm with Staff versus Telling Them What to Do

236

(1)

Directly Administer and Monitor Intervention Strategies

237

(1)

Teach Others How to Do Functional Assessment

238

(1)

Summary

239

(2)

Problem-Solving Case Studies

241

(30)

Case Studies Set One: Is This Challenging Behavior? Should This Behavior Be Changed?

241

(5)

Cheeri

241

(2)

Leonard

243

(3)

Case Studies Set Two: What is the Function of the Student's Challenging Behavior?

246

(9)

Ani

246

(2)

Miles

248

(3)

Ruben

251

(2)

ShariLynn

253

(2)

Case Studies Set Three: Developing Interventions

255

(14)

Roland

255

(4)

Matt

259

(3)

Carter

262

(3)

Casi

265

(4)

Case Study Four: Reducing Resistance

269

(2)

References

271

(18)

Name Index

289

(8)

Subject Index

297

Amazon no longer offers textbook rentals. We do!

Functional Assessment: Strategies to Prevent and Remediate Challenging Behavior in School Settings

Functional Assessment: Strategies to Prevent and Remediate Challenging Behavior in School Settings

9780130156754

0130156752

Summary

Table of Contents

Supplemental Materials

Excerpts

Write a Review

Amazon no longer offers textbook rentals. We do!

Functional Assessment: Strategies to Prevent and Remediate Challenging Behavior in School Settings

Functional Assessment: Strategies to Prevent and Remediate Challenging Behavior in School Settings

9780130156754

0130156752

Summary

Table of Contents

Supplemental Materials

Excerpts

Write a Review

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