1. Functional Assessment of Behavior EDS 240 Case Staffings
Stephen E. Brock, Ph.D., NCSP
California State University, Sacramento

2. Fieldwork
Unless you are requesting an extension (for reasons that are beyond your control), everyone should have finished collecting FBA data (including a baseline) and be writing their FBA report (due next week) and beginning to work on the BIP.
If you have been given or are requesting and extension, please send me an with the specific reason and when the FBA will be turned in

3. Case Staffing Goals Verify the target behavior.
Verify the replacement behavior.
Share the behavior history (including internal and external factors that might predispose behavior)
Specify the working hypothesis for the function of the target behavior.
Verify you used (will use) the appropriate baseline data collection strategy.
If available specify the free operant level of the behavior
Share available indirect assessment data
Specify antecedents for target and replacement behaviors
Specify consequences for target an replacement behavior
Some students may require special programming because they exhibit maladaptive or severely aggressive behaviors. The programs designed to modify maladaptive behaviors must emphasize the development of desirable and adaptive behaviors, rather than merely the elimination or suppression of undesirable behaviors. Goals relative to behavioral intervention, like other aspects of a pupil’s individualized educational program, must reflect evaluation and decision by the IEP team. Behavioral interventions respect the student’s human dignity and personal privacy. Such interventions shall assure the pupil’s physical freedom, social interaction, and individual choice. Special attention must be directed to assuring protection of the rights of the students.

4. Case Staffing Goals Share available direct assessment data
Specify antecedents for target and replacement behaviors
Specify consequences for target an replacement behavior
Specify the function(s) of the target behavior
Begin to develop recommendations
How will you set the student up for success?
How will you teach that the replacement behavior is an effective way to obtain behavioral goals?
How will you teach that the target behavior is an inefficient way to obtain behavioral goals?
Specify any other actions that need to be taken to address the students behavior
Some students may require special programming because they exhibit maladaptive or severely aggressive behaviors. The programs designed to modify maladaptive behaviors must emphasize the development of desirable and adaptive behaviors, rather than merely the elimination or suppression of undesirable behaviors. Goals relative to behavioral intervention, like other aspects of a pupil’s individualized educational program, must reflect evaluation and decision by the IEP team. Behavioral interventions respect the student’s human dignity and personal privacy. Such interventions shall assure the pupil’s physical freedom, social interaction, and individual choice. Special attention must be directed to assuring protection of the rights of the students.

5. Completing the FBA Consult, consult, consult!! Fieldwork supervisors
Each other Me
Some students may require special programming because they exhibit maladaptive or severely aggressive behaviors. The programs designed to modify maladaptive behaviors must emphasize the development of desirable and adaptive behaviors, rather than merely the elimination or suppression of undesirable behaviors. Goals relative to behavioral intervention, like other aspects of a pupil’s individualized educational program, must reflect evaluation and decision by the IEP team. Behavioral interventions respect the student’s human dignity and personal privacy. Such interventions shall assure the pupil’s physical freedom, social interaction, and individual choice. Special attention must be directed to assuring protection of the rights of the students.

6. Coming up next …