✓ Functional Analysis of Behavior Mar 16, 2022 at 8:00 AM - 10:35 AM
– who are the people we look at in terms of behavioral interventions
– students with ADHD
– need strategies to maintain attention to task
– inhibit impulsive responding
– organize time
– space and materials; avoid rushing through work
– need environmental structuring to aid weak goal-setting and flexible problemsolving
– are missing necessary social skills and need instruction
– are punished by peers and need adult structuring to elicit ongoing, appropriate peer
interactions
– need frequent reinforcement for rule following
– need active, hands-on learning activities with tasks structured into small, manageable units
easily and to anticipate success
– students on the autism spectrum
– need a functional communication system
– need task pacing and time schedule instruction
– need structure in the environment to modulate sensory arousal systems
– need physical activity mixed in with other activites
– need social story instruction or social scripts to understand the social world
– need “time away” and access to preferred activites throughout the day
– learn rules through visual prompts copy inappropriate behavior easily and need good models
– students with learning disabilities
– need protection from humiliation
– need self-advocacy training
– need frequent reinforcement for real accomplishments
– need extensive curriculum accommodations to facilitate success
– need mentoring by other students, “circle of friends” to prevent social isolation
– need instruction on what is not impeding school success
– students with mental health challenges
– need gradual exposure to stressful activities
– need instruction on ways to self-calm
– need frequent check-ins to avoid giving up
– decide whether to design a behavioral program
– was the problem referred primarily for the benefit of the client?
– who are the people we look at in terms of behavioral interventions
– students with ADHD
– need strategies to maintain attention to task
– inhibit impulsive responding
– organize time
– space and materials; avoid rushing through work
– need environmental structuring to aid weak goal-setting and flexible problemsolving
– are missing necessary social skills and need instruction
– are punished by peers and need adult structuring to elicit ongoing, appropriate peer
interactions
– need frequent reinforcement for rule following
– need active, hands-on learning activities with tasks structured into small, manageable units
easily and to anticipate success
– students on the autism spectrum
– need a functional communication system
– need task pacing and time schedule instruction
– need structure in the environment to modulate sensory arousal systems
– need physical activity mixed in with other activites
– need social story instruction or social scripts to understand the social world
– need “time away” and access to preferred activites throughout the day
– learn rules through visual prompts copy inappropriate behavior easily and need good models
– students with learning disabilities
– need protection from humiliation
– need self-advocacy training
– need frequent reinforcement for real accomplishments
– need extensive curriculum accommodations to facilitate success
– need mentoring by other students, “circle of friends” to prevent social isolation
– need instruction on what is not impeding school success
– students with mental health challenges
– need gradual exposure to stressful activities
– need instruction on ways to self-calm
– need frequent check-ins to avoid giving up
– decide whether to design a behavioral program
– was the problem referred primarily for the benefit of the client?
