ESE 691 W EEK 4 A SSIGNMENT F UNCTIONAL B EHAVIOR A SSESSMENT C HECK THIS A+ TUTORIAL GUIDELINE AT HTTP :// WWW. ASSIGNMENTCLOUD. COM / ESE ASH /

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ESE 691 W EEK 4 A SSIGNMENT F UNCTIONAL B EHAVIOR A SSESSMENT C HECK THIS A+ TUTORIAL GUIDELINE AT HTTP :// WWW. ASSIGNMENTCLOUD. COM / ESE ASH / ESE WEEK -4- ASSIGNMENT - FUNCTIONAL - BEHAVIOR - ASSESSMENT F OR MORE CLASSES VISIT HTTP :// WWW. ASSIGNMENTCLOUD. COM E VERY BEHAVIOR IS EXHIBITED EITHER TO GAIN OR AVOID SOMETHING. W HEN LEARNING TO MODIFY A TARGET BEHAVIOR, THE FIRST STEP IS TO FIND OUT WHAT IS THE FUNCTION OF THE BEHAVIOR ( GAINING OR AVOIDING ), AND THEN IDENTIFY ITS PURPOSE. R EAD C HAPTER 8, F ORMAL B EHAVIOR A SSESSMENT, AND C HAPTER 9, F UNCTIONAL B EHAVIOR A SSESSMENT, IN YOUR TEXTBOOK. T HEN, READ THE ARTICLES, “F UNCTIONAL B EHAVIOR A SSESSMENT (FBA),” AND “F UNCTIONAL B EHAVIORAL A SSESSMENT : C ONDUCTING A F UNCTIONAL B EHAVIORAL A SSESSMENT (FBA).” C OMPLETE THE STAR LEGACY MODULE, F UNCTIONAL B EHAVIORAL A SSESSMENT : I DENTIFYING THE R EASONS FOR P ROBLEM B EHAVIOR AND D EVELOPING A B EHAVIOR P LAN, BEGINNING WITH THE “C HALLENGE ” SECTION AND FOLLOWING THE SELF - GUIDED TUTORIAL. C OMPLETE THE SEVEN “A SSESSMENT ” QUESTIONS AT THE CONCLUSION OF THE MODULE. E ACH OF YOUR ANSWERS SHOULD BE AT LEAST HALF A PAGE IN LENGTH, DOUBLE SPACED. I NCLUDE ADDITIONAL OUTSIDE SOURCES AND PERSONAL EXPERIENCES TO SUPPORT YOUR ANSWER ( WITH THE EXCEPTION OF QUESTIONS 3 AND 6). Y OUR PAPER SHOULD BE FOUR TO HTTP :// WWW. ASSIGNMENTCLOUD. COM / ESE ASH / ESE WEEK -4- ASSIGNMENT - FUNCTIONAL - BEHAVIOR - ASSESSMENT HTTP :// WWW. ASSIGNMENTCLOUD. COM

SIX PAGES IN LENGTH, EXCLUDING THE TITLE PAGE AND REFERENCE PAGE, AND WRITTEN IN APA FORMAT, AS OUTLINED IN THE A SHFORD W RITING C ENTER. T HE ASSESSMENT QUESTIONS CAN ALSO BE FOUND BELOW : G IVE A SCHOOL - BASED EXAMPLE OF TWO OF THE FOLLOWING : POSITIVE REINFORCEMENT, NEGATIVE REINFORCEMENT, PUNISHMENT, OR EXTINCTION. D ISCUSS AT LEAST TWO BENEFITS OF CONDUCTING AN FBA TO ADDRESS PROBLEM BEHAVIORS. W ATCH THE VIDEO ( LOCATED IN THE ASSESSMENT SECTION OF THE MODULE ), AND FILL OUT THE A-B-C ANALYSIS FORM ON K IRA, THE GIRL IN THE WHITE SHIRT. W HAT DO YOU THINK IS THE FUNCTION OF K IRA ' S BEHAVIOR ? N IGEL ' S PROBLEM BEHAVIOR INCLUDES CURSING, MAKING DEROGATORY COMMENTS TOWARD OTHER STUDENTS, YELLING, SPITTING, AND SHOVING CHAIRS. W HAT TYPE OF A EASUREMENT SYSTEM WOULD YOU USE TO COLLECT DATA ON N IGEL ' S PROBLEM BEHAVIORS ? E XPLAIN YOUR ANSWER. L OOK AT THE MATRIX FOR N IGEL ( LOCATED IN THE ASSESSMENT SECTION OF THE MODULE ). U SE THIS INFORMATION TO DETERMINE A POSSIBLE FUNCTION OF THE BEHAVIOR AND TO DEVELOP A HYPOTHESIS STATEMENT. L OOK AT THE GRAPH ( LOCATED IN THE ASSESSMENT SECTION OF THE MODULE ). T HE OBJECTIVE OF THE FUNCTION - BASED INTERVENTION WAS TO REDUCE THE INSTANCES OF N IGEL ' S PROBLEM BEHAVIORS ( I. E., CURSING, MAKING DEROGATORY COMMENTS TOWARD OTHER STUDENTS, YELLING, SPITTING, SHOVING CHAIRS ) DURING A TWENTY - MINUTE SMALL - GROUP ACTIVITY. I S THE INTERVENTION SUCCESSFUL ? I F YOU WERE THE TEACHER, WOULD YOU KEEP, MODIFY, OR DISCONTINUE THE INTERVENTION ? E XPLAIN YOUR ANSWERS. H OW WOULD YOU GO ABOUT EVALUATING AN UNSUCCESSFUL INTERVENTION ? I NCLUDE TWO