What Beginning Special Educators Need to Know About Conducting Functional Behavioral Assessments

Lewis, Timothy J.; Hatton, Heather; Jorgenson, Courtney; Maynard, Deanna

doi:10.1177/0040059917690885

Cited by 12 publications

(13 citation statements)

References 24 publications

(24 reference statements)

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“…In order to do so, the teacher must identify the reinforcer(s) maintaining this problematic behavior, which will allow for better prediction of when elopement is and is not likely to occur. Decades of research in the field of applied behavior analysis demonstrates that functional behavior assessments (FBAs; including functional analyses [FAs]) can identify the functional relations responsible for maintaining problematic behavior (e.g., elopement), thus increasing the likelihood of prescribing an effective, function-based intervention (for an overview of FBAs, see Lewis, Hatton, Jorgenson, & Maynard, 2017). …”

Section: Importance Of Understanding Why Elopement Occursmentioning

confidence: 99%

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Assessing and Treating Elopement in a School Setting

Phillips¹,

Briggs²,

Fisher³

et al. 2018

TEACHING Exceptional Children

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Elopement, or running away from supervised areas, is a dangerous and problematic behavior that compromises the safety of people with disabilities at disproportionately high rates. As such, it is paramount that teachers know how to respond to elopement during school to ensure student safety. Although general safety strategies may be helpful in preventing elopement, they fail to address the factors that trigger elopement. Recent advances in the assessment and treatment of elopement offer strategies that teachers can use to help treat elopement by first understanding why it occurs. We describe the common reasons elopement may occur, outline a systematic approach for assessment and treatment of elopement that teachers can use in school settings, and provide a strategy for maintaining treatment effects over time.

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Section: Importance Of Understanding Why Elopement Occursmentioning

confidence: 99%

“…an effective, function-based intervention (see Lewis, Hatton, Jorgenson, & Maynard, 2017, for an overview of FBAs).…”

Section: Why Elopement Occursmentioning

confidence: 99%

Assessing and Treating Elopement in a School Setting

Phillips¹,

Briggs²,

Fisher³

et al. 2018

TEACHING Exceptional Children

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“…If additional adaptations are needed, conduct a FBA to determine likely functions of the student’s behavior. The specific process of conducting a FBA is outside of the scope of this article, but readers may refer to an article by Lewis et al (2017) cited in the references for more information.…”

Section: Examples Of Adapted Check-in Check-outmentioning

confidence: 99%

“…Tier 2 supports are typically implemented with students who need more practice and feedback to successfully meet schoolwide expectations (Hawken, Adolphson, MacLeod, & Schumann, 2009). Some students may benefit from more individualized Tier 3 supports, which typically involve gathering data using functional behavioral assessment (FBA) and implementing an individualized behavior support plan (BSP; Lewis, Hatton, Jorgenson, & Maynard, 2017).…”

mentioning

confidence: 99%

Innovating the Check-In, Check-Out Intervention: A Process for Creating Adaptations

Bundock

Hawken

Kladis

et al. 2019

Intervention in School and Clinic

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Check-in, check-out (CICO), an intervention implemented with students at risk for behavioral disorders, addresses minor misbehaviors by providing students with a structured means of receiving positive adult attention. CICO reduces problem behaviors and improves appropriate behaviors of students with and without behavioral disorders. Research indicates CICO may be adapted to target a range of behaviors. This article presents a six-step process for adapting CICO and applies this process to demonstrate how the intervention can be adapted to support students with academic difficulties, internalizing behavior problems, and more severe behavior problems.

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“…Effectively completing an FBA to generate a meaningful BIP was the focus of Lewis, Hatton, Jorgenson, and Maynard (2017), who provided a step-by-step approach to complete both processes and examples of how behavioral assessment informs function-based intervention planning in fostering more appropriate student behavior. In our prior issue of Beyond Behavior , Lloyd, Weaver, and Staubitz (2017) described hypothesis-testing strategies that teachers can use singularly or with support teams to identify both potential triggers and consequences of student problem behavior with the aim of teaching prosocial replacement behaviors and rearranging the environment to promote prosocial behavior.…”

mentioning

confidence: 99%

Beyond “Obtaining an FBA”: The Logic and Utility of Addressing Function When Attending to Problem Behavior

Mooney¹,

Ryan²

2017

Beyond Behavior

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EditorialAs we publish this year's final issue of Beyond Behavior, we are reminded of the journal's stated purpose to address compelling issues related to individuals with behavioral challenges, and its importance to educators, mental health professionals, families, and students alike. The focus of this special issue co-edited by Drs. Terry Scott and Justin Cooper is on how to best address problem behavior in schools through a series of discussion articles related to functional behavior assessment (FBA) and behavior intervention plans (BIPs). We are confident that anyone dealing with serious or repetitive challenging behaviors will benefit from the collective message of the body of articles, which is to understand and harness the power of behavioral function.There has been no shortage of scholarly attention paid this year to the related topics of FBA and BIPs. A summary of judicial rulings relative to FBA/BIP was the focus of several recent articles (Collins & Zirkel, 2017;Zirkel, 2017). In the two articles, the authors contrasted the specific legal requirements of FBA/BIP in the Individuals With Disabilities Education Act (U.S. Department of Education, 2016) with the more expansive best-practice implementation recommendations of researchers and scholars in the educational and psychological sciences. In commenting on the Zirkel piece, Horner and Yell (2017) made a clear connection between legal mandate and recommended practice in noting, Most importantly, we need to never let the goal become "obtaining an FBA." The only reason for doing an FBA is to improve the effectiveness and efficiency of a BIP. The only reason for implementing the BIP is to result in the academic and social success of a child. The goal is not just to avoid injury, but to achieve educational success and a high quality of life. (p. 59) Effectively completing an FBA to generate a meaningful BIP was the focus of Lewis, Hatton, Jorgenson, and Maynard (2017), who provided a step-by-step approach to complete both processes and examples of how behavioral assessment informs function-based intervention planning in fostering more appropriate student behavior. In our prior issue of Beyond Behavior, Lloyd, Weaver, and Staubitz (2017) described hypothesis-testing strategies that teachers can use singularly or with support teams to identify both potential triggers and consequences of student problem behavior with the aim of teaching prosocial replacement behaviors and rearranging the environment to promote prosocial behavior.We believe classroom teachers will especially benefit from this special issue given nearly half of all students with emotional disturbance receive the majority of their instruction in general education classrooms today (U.S. Department of Education, 2016). Given the importance of utilizing evidence-based practices, function-based behavioral interventions have been shown to meaningfully reduce problem behavior and increase prosocial behavior (e.g., Filter & Horner, 2009;Hurl, Wightman, Haynes, & Virues-Ortega, 2016). The series of artic...

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What Beginning Special Educators Need to Know About Conducting Functional Behavioral Assessments

Cited by 12 publications

References 24 publications

Assessing and Treating Elopement in a School Setting

Assessing and Treating Elopement in a School Setting

Innovating the Check-In, Check-Out Intervention: A Process for Creating Adaptations

Beyond “Obtaining an FBA”: The Logic and Utility of Addressing Function When Attending to Problem Behavior

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