Course Objectives Define function as related to challenging behavior Identify steps in a functional behavior assessment Identify questions to ask about challenging behavior Identify data to collect around challenging behavior Identify four primary reasons for challenging behavior Define and identify setting events Identify three elements of a behavior intervention plan Given examples of positive behavior supports Identify and give examples of antecedent control

BEYOND SCOPE OF THIS COURSE Gang/drug related behaviors Possession of weapons Extremely violent behaviors

Historical Perspective Applied behavior analysis has long history in Educational Settings Has been used extensively with individuals with developmental disabilities

Historical Perspective Move from use only for severe self- injurious/aggressive behaviors to use in teaching communication, academic, self- help and other behaviors. Move from eliminative (using punishment to stop behavior) to educative (teaching functionally equivalent) approaches.

Historical Perspective Given some of these shifts: –There is greater emphasis on identifying causes of behavior and teaching a functionally equivalent response –Greater emphasis on the fact that the majority of behavior is essentially communicative

Historical Perspective Functional Behavior Analysis –Problem behavior may serve a purpose –By observation, we might understand the purpose and understand how to apply intervention.

Historical Perspective Emphasis on functional causes of behavior produced a dramatic increase in maturity and effectiveness of ABA

IDEA Re-authorization Emphasis in on prevention of challenging behavior Emphasis is also on development of a proactive plan which is based on a functional behavior assessment

IDEA Re-authorization Does not specify steps in a functional behavior assessment Does not specify components of a behavior intervention plan Does not prohibit or require any specific behavior change approaches or strategies Does require that both be completed if a student is removed from his/her current educational placement because of behavior Does require that the plan be based upon the results of the assessment For more information -- – or –ed.gov/offices or ed.gov/legislation

Philosophy Values –Behavioral support must be conducted with the dignity of the person in mind –Behavioral support acknowledges that a person’s behavior is reasonable from the person’s perspective –There is logic to behavior