This document provides an overview of functional behavioural assessment (FBA). It discusses that FBA aims to understand the context and function of a child's behavior by collecting data on antecedents, behaviors, and consequences. The goal is to develop a hypothesis and intervention to increase positive behaviors and reduce negative ones. The document outlines the stages of FBA, including identifying problems, gathering information, determining functions, developing a plan, implementation, and evaluation. It also discusses considerations around FBA such as collecting information types, theoretical basis in behaviorism and ecological systems theory, and pros and cons.
Overview:
Behaviour
Characteristics of behaviour
Behaviour therapy
Founders
Behaviour analysis
ABC model
Causes of problem behaviour
Framework for behaviour analysis
Behaviour assessment
A short note about the concept of the psychological test; introduction, definition, characteristics, needs, classification, types, and some selected psychological tests.
This scale basically designed to provide a means of assessing the functional abilities of adult with intellectual disabilities by focusing on practical abilities as well as problem behavior, the scale provide an alternative assessment that should be very useful for families and professionals/ this instrument builds on the author's previous work in developing a scale for child assessment(BASIC-MR) and reflects their families. BASAL-MR have been designed to elicit systematic information on the current level of competencies/behaviorsim adults with mental retardation. The scale are suitable for the use with mentally retarded adults who are 18 years and above.
It has developed by Late Dr. Reeta Peshawaria Madam, Dr. D. K. Menon sir and their colleagues (Don Bailey, Debra Skinner, Rahul Ganguly and Ch. Rajshekar) in 2000 at NIMH, now NIMH Secunderabad name is NIEPID, Secunderabad which is situated in Telangana state India
Overview:
Behaviour
Characteristics of behaviour
Behaviour therapy
Founders
Behaviour analysis
ABC model
Causes of problem behaviour
Framework for behaviour analysis
Behaviour assessment
A short note about the concept of the psychological test; introduction, definition, characteristics, needs, classification, types, and some selected psychological tests.
This scale basically designed to provide a means of assessing the functional abilities of adult with intellectual disabilities by focusing on practical abilities as well as problem behavior, the scale provide an alternative assessment that should be very useful for families and professionals/ this instrument builds on the author's previous work in developing a scale for child assessment(BASIC-MR) and reflects their families. BASAL-MR have been designed to elicit systematic information on the current level of competencies/behaviorsim adults with mental retardation. The scale are suitable for the use with mentally retarded adults who are 18 years and above.
It has developed by Late Dr. Reeta Peshawaria Madam, Dr. D. K. Menon sir and their colleagues (Don Bailey, Debra Skinner, Rahul Ganguly and Ch. Rajshekar) in 2000 at NIMH, now NIMH Secunderabad name is NIEPID, Secunderabad which is situated in Telangana state India
Personality development is actually the development from the organized pattern of attitudes and behaviors which makes an individual distinctive. A quick definition could be, personality is composed of the characteristic designs of feelings, behaviors and thoughts which make a person special.
What is a 504 and how does it impact my charter school student? Does your student qualify? How do you know? Webinar presented by the UCPInstitute. Visit ucpinstitute.org for more information.
Type of discipline guidanceHow it worksAdvicecautionsReinf.docxmarilucorr
Type of discipline/ guidance
How it works
Advice/cautions
Reinforcers/
Rewards
Material reinforcers
These can be primary (e.g., food) or secondary (e.g.,money). These are given to the child after the child has exhibited the required behaviors.
Be careful not to create situations where children believe
They must be rewarded for everything they do. Never reward
a whole group for the behaviors of a few.
Social reinforcers
Smiles, hugs, and kind words are social reinforcers, as is adult attention (which is why teachers must becareful when responding to negative behaviors).
This is often the best kind of reinforcement because it creates
important trust and relationships.
Activity reinforcers/ Premack principle
Completing a less-than-desirable activity (e.g.,cleaning up the art area) is rewarded by a More favorable one (e.g., playing on the computer).
Caution must be observed to make sure this does not punish a
child incapable of completing the first task to the teacher's
satisfaction.
Positive feedback
This is verbal feedback that tells the child he or she is doing well and making progress.
The more specificthe praise, the more effective it is in modifying behavior.
This is an extremely effective approach because it lets
children know what they are doing correctly.
Negative reinforcement
This is increasing a behavior by removing a negativestimulus. For example, children will complete work more quickly so they can go to the playground sooner.
Rather than using negative reinforcement, teachers should
determine whether the behavior children are trying to avoid
could be made more meaningful and interesting.
Token economy
Children's appropriate behavior is rewarded immediately with tokens, which are exchanged for material reinforcers or privileges.
Tokens must be exchanged for things students really
want; a choice should also be provided. Many believe
tokens do not work with children under age 5.
Intrinsic reinforcement
Intrinsic reinforcement comes from within the child: feelings of success or happiness, or a sense of competence or pride.
The ultimate goal of discipline and guidance is that they are
internalized. Some people believe using extrinsic reinforcers
reduces the power of intrinsic reinforcement.
Punishments
Natural consequences
This is the natural result of what a child does or does not do. A child who forgets to put on a jacket will get cold on a winter day. A child who comes late to the meal may miss out on his or her favorite food.
This works only when adults are willing to let go, and to let
the child live with the consequences of his or her behaviors.
A child needs to be able to make the connection between the
behavior and the result.
Logical consequences
If a child spills milk, a logical consequence is to have him or her clean up the mess; a logical consequence for a child drawing on a table is to have him or her scr ...
Applied Behavior Analysis is the process of systematically applying interventions based upon the principles of learning theory to improve socially significant behaviors to a meaningful degree, and to demonstrate that the interventions employed are responsible for the improvement in behavior.
psychology and learning Essay
Essay on Learning Can Be Fun
Learning Behavior Essays
Concept of Learning Essays
E-learning Essay
Essay about Learning Styles
E- Learning Essay
Essay on Learning How to Learn
What Is Learning Essay
I have an a reflection assignment on professional issue, what Ive.docxwilcockiris
I have an a reflection assignment on professional issue, what I've learned from it
Reflect on all the material covered (e.g. readings, learning activities, etc.) throughout this module. Explain your thoughts on which learning experiences influenced your perspectives on IT and why. Additionally, explain what achievements you accomplished in this module and explain which learning experiences facilitated that/those accomplishment(s). Lastly, describe how you intend to apply your learning and experiences in this module to other modules in the Information Technology programme and/or your professional work.
The module is called professional issues and all the topics we covered around 8 topics they are and it’s based on professional issues in I.T such as plagiarism, fair use of data, code of ethics, protecting personal information, cloud computing. They are the main that I want to reflect upon.
Issues to Reflect Upon
Plagiarism, fair use of data, code of ethics, protecting personal information, cloud computing
400-500 Words
At least 4 References [In text citations with at least one website source]
Harvard Style
Running Head: POSITIVE REINFORCEMENT 1
POSITIVE AND NEGATIVE REINFORCEMENT 30
Positive Reinforcement
Matthew Rosario
Southern New Hampshire University
Reinforcement
Reinforcement is used to condition a particular behavioral response or action. According to Berger (2014), Reinforcement is a stimulus or event that increases the frequency of response it follows. To increase the frequency of the desired behavior, positive or negative reinforcement must be used. Positive reinforcement works by establishing a motivating stimulus after the desired behavioral response. For example, when a child completes their homework and receives a reward like candy. Negative reinforcement is when a particular stimulus is removed when a particular behavior is displayed. By removing a negative stimulus, it is less likely to occur again. For example, a driver follows the speed limit to avoid receiving a ticket. Keep in mind negative reinforcement is not a punishment because it increases a behavioral response instead of decreasing it.
Integrated Research
The ability to shape appropriate behavior while extinguishing misbehavior is critical to teaching and learning in physical education. The scientific principles that affect student learning in the gymnasium also apply to the methods teachers use to influence social behaviors. Downing and colleagues describe the results of an experiment that examined the ability to shape behavior to student to be teachable. The authors hypothesized that reinforcement, the stimulus is far more effective than the traditional punishment. Positive and negative reinforcement is never to be looked at as a punishment; it is a corrective action to change a specific behavior. The aut.
A RICH task about learnign cultural values from film- in this case, Japanese Anime. The end result was that students create their own slideshow showing their understanding of how films show the values of a culture.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. Descriptive Summary
FBA is concerned with understanding a child’s behaviour
and the function that behaviour serves. It does this through
looking at the context of that behaviour, by gathering data
and formulating a hypothesis, then manipulating variables
to increase the desired behaviour and reduce the negative
behaviour.
FBA isn’t necessarily about changing the child, but changing
the context so the child’s behaviour changes. It emphasises
understanding the function of the behaviour for the
student, such as being to disguise a lack of skills e.g. not
having academic or social skills.
Theorists differ on how they define context, with some
preferring proximal, or immediate causes, while others
believe that distal causes, like family situations and
psychological factors are included. (Mitchell, 2008).
3. Principles of FBA
1. Primary function of assessment is to provide intervention
(Intervention must result from the data gathered and the
function the behaviour serves)
2. Focus of assessment is on current context
3. Direct measurement of problem (must be an observable
and definable behaviour e.g. out of seat and consistent
between observations)
4. Behaviour is situational (must gather data from all target
settings)
5. Context variables are relevant
6. Role of evaluation is to determine treatment
effectiveness (Evaluation of intervention must occur
before, during and after intervention) (Cipani, 2011 )
4. Stages of FBA (Mitchell, 2008)
Step 1: identify and accurately describe problem behaviour/s
Step 2: gather information from: existing reports, work
samples, assessments, interviews and direct observation
Step 3: the team determines the function/s of the behaviour
and develops a hypothesis about the behaviour/s and their
causes.
Step 4: A Behavioural Intervention Plan (BIP) is developed by
the team.
Step 5: Implementation of the intervention plan. Detailed
records are kept.
Step 6: the plan is evaluated and modified where necessary.
5. Possible Information to collect for
FBA
ABC (antecedent behaviour consequence) – records
behaviour, preceding event and the consequence of the
behaviour
Scattergraph to show connections between two events e.g.
antecedents and behaviours
Frequency- how often the target behaviours occur
Duration- how long the target behaviour lasts for
Interval recording- record student’s actions at regular
intervals e.g. 10 seconds
- Usually gathered by a teacher or observer but can also
be self-monitoring (students monitor own behaviour, which
can help correct behaviour but data may not be accurate).
8. Antecedent
The purpose is to find out proximal causes of
behaviour
When is the behaviour more likely?
What activities/events happen just before the
behaviour/s?
What do people do or say before the behaviour
occurs?
Who is present when the behaviour occurs?
Are there times when the behaviour is unlikely?
In what circumstances is the behaviour least
likely to occur?
9. Behaviour
The purpose is to define the observable behaviour’s
and distinguish the most problematic ones to
target
What form does the behaviour take?
Can you describe what they say/do?
What do you mean by (vague description e.g.
defiant)?
Which behaviour is most serious to you?
Why is that behaviour more problematic?
10. Consequence
The purpose is to discover the function of the
behaviour
What happens immediately after the behaviour
occurs?
So how do you respond to this behaviour? How
effective is this?
How do the other students respond to this
behaviour?
What changes as a result of this behaviour?
What do they get out of the behaviour?
What do they avoid as a result of the behaviour?
11. Categories of Consequences
(adapted from Hulac, 2011)
When manipulating the consequences, we should focus on increasing the
desired behaviour and reducing the negative behaviour.
Some behaviours may not be socially mediated and the behaviour itself
may produce the reinforcement e.g. daydreaming or fidgeting.
Sometimes extinction (removal of punishment or reinforcement) can be
used e.g. if the function of the behaviour is to gain the consequences.
Positive Reinforcement
-rewarding good behaviour e.g. praise
The result is to increase the desired behaviour
Negative reinforcement
The negative behaviour results in avoiding a task
the student doesn’t want to do e.g. bad language
results from being removed from the class
during a challenging test.
The result is to increase the negative behaviour
Positive Punishment
Negative behaviour is punished appropriately
e.g. Hitting another student results in a
detention
The result is to reduce the negative behaviour
Negative Punishment
Negative behaviour results in removal of a
positive event e.g. texting in class results in the
phone being confiscated
The result is to reduce the negative behaviour
12. Theoretical Basis
FBA is the descendant of Behaviourism, which maintains that human
behaviours can be described scientifically, and that we can alter
behaviour by rewarding positive behaviour and punishing negative
behaviour. The work of B.F. Skinner has been highly influential in the
field of behaviour modification, although he saw free will as an
illusion and education as being one of teacher as expert.
Behaviourism evolved into Applied Behaviour Analysis (ABA).
FBA is also a result of moves in the 60’s and 70’s towards ABA. It
became popular when the 1997 Individuals with Disabilities
Education Act (IDEA) specifically named it as part of the act and it
effectively became law .(Mitchell, 2008)
It also aligns with Bronfenbrenner’s ecological systems theory which
looks at the microsystem and meso system and the influences these
have on the child. Bronfenbrenner takes this further to look at the
effect breakdowns in these systems might have on the child. Unlike
Behaviorism, Bronfenbrenner’s bioecological model acknowledged the
role of the individual on the systems and how personal characteristics
can change environments (and vice versa). (Huitt, 2012)
13. Pros and Cons of FBA
Pros Cons
Interventions that target antecedents and
consequences are proven to be successful with
behavioural and emotional issues
Mitchell, 2008 cites several studies which show
the success of this approach.
The causes of student behaviour may be difficult
to correctly identify.
By focusing on possible proximal causes, more
complex causes can be overlooked (Mitchell,
2008)
By overemphasising possible distal causes, more
obvious proximal causes can be overlooked
(Waller, 2009)
There may be multiple causes of the behaviour
and the behaviour may not be consistent so
analysis can be challenging. (Miller, Tansy, &
Hughes, 1998)
Successful interventions rely on understanding
the function of the behaviour
“Any undesirable childhood behavior can be
made inefficient, ineffective, or unnecessary
unless you forget that the behavior serves a
purpose for that child” (Waller, 2009; p28)
There is no systematic approach for
understanding the function/s of the behaviour
There is no consistent practice, procedure or
method for synthesising information, and there
is little research into developing educator-
accessible systems for doing so. (Miller, Tansy, &
Hughes, 1998)
Once understood, FBA can be carried out in the
classroom as a strategy by teachers (Waller,
2009)
FBA is labour intensive and can be expensive to
implement (Mitchell, 2008)
14. The New Zealand Context
When looking at the New Zealand context, the FBA model fits into the
vision, values and competencies, but not necessarily comfortably.
The vision of New Zealand children as confident learners (Ministry of
Education, 2007) is only achieved when they are engaged and learning at
school. A successful intervention should help students to achieve this.
The values of the curriculum are around inclusion, learning to learn and
community engagement. A child who is misbehaving because they do not
have the skills to participate in class is not included. FBA should identify
the skills shortage and plan an intervention to help the student acquire
those skills and be able to be included. The nature of an FBA is to help
students to learn how to learn by changing their context to enable this. By
gathering data and planning an intervention, there should be community
engagement, in which the community of the child is included in planning
and executing the intervention for it to be successful.
The FBA should help a student to ‘manage self’ better, and ‘participate
and communicate’ more effectively as the student’s skills develop.
However the links to the Treaty of Waitangi are more obscure. By viewing
the recently renewed Ka Hikitia (2013) Maori education plan, the aim of
engaging students in education by giving them the skills to succeed may
align with the FBA for the targeted students, who are experiencing
difficulty with aspects of school life.
15. References
Cipani, E. (2011). Decoding challenging classroom behaviors: What every teacher
and paraeducator should know!. Springfield, Ill: Charles C Thomas.
Gimpel, P. G., Ervin, G., Daly, R. A., Edward, K., & Merrell, K. W. (2010). Practical
handbook of school psychology: Effective practices for the 21st century. New York:
Guilford Press.
Hulac, D. M. (2011). Behavioral interventions in schools: A response-to-intervention
guidebook. New York: Brunner-Routledge.
Huitt, W. (2012) A Systems Approach to the Study of Human Behavior. Educational
Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [date]
from http://www.edpsycinteractive.org/materials/sysmdlo.html
Miller, J. A., Tansy, M., & Hughes, T. L. (1998). Functional behavioral assessment:
The link between problem behavior and effective intervention in schools. Current
Issues in Education [On-line, 1(5). Retrieved from
http://cie.ed.asu.edu/volume1/number5/
Ministry of Education (2013). Ka Hikitia: Accelerating Success 2013-2017, retrieved
from
http://www.minedu.govt.nz/theministry/policyandstrategy/~/media/MinEdu/Files/T
heMinistry/KaHikitia/KaHikitiaAcceleratingSuccessEnglish.pdf
Ministry of Education (2007). The New Zealand Curriculum. Wellington: Learning
Media
Mitchell, D. R. (2008). What really works in special and inclusive education: Using
evidence-based teaching strategies. London: Routledge.
Waller, R. J. (2009). The teacher's concise guide to functional behavioral
assessment. Thousand Oaks, Calif: Corwin Press.