Annotated Bibliography on Effective Behavioral Intervention

When a student who has a disability’s educational placement is changed due to challenging behavior, a functional behavior assessment must be conducted. Functional behavior assessment (FBA) is used to aid in the development of behavior intervention plans (BIP’s). In a functional assessment, the type and the source of reinforcement for problem behaviors are used as a basis for intervention efforts that are designed to increase occurrence. Functional analysis can also be used to determine the specific function of a behavior, but FBA’s are more commonly used, especially in school settings. In a functional analysis (FA), antecedents and consequences that represent those in the person’s natural environment are arranged so that their effects on the problem behavior can be observed and measured. The difference between a functional analysis and functional behavior assessment is that the assessment establishes a connection between the behavior and antecedent or the consequent variables, but a functional analysis identifies informal relationships. For this reason, a functional analysis is seen to be a more valid tool for identifying the function of a behavior; however, there are limitations to using a functional analysis. This method may momentarily strengthen the problem behavior or result in the behavior acquiring new functions. Federal mandates like IDEA 2004 and school reforms such as Positive Behavioral Interventions and Supports (PBIS) have played a role in the increase of the

The majority of children/young people do not present challenging behavior, and they attend a range of educational settings in environments which are conducive to learning appropriate behaviors. It is essential to ensure that behavior which does not meet school/setting’s expectations, is responded to through management strategies that do not rely upon any form of physical or abusive

Wheeler, John C, Richey, David Dean (2010). Understanding behavior in children and youth. Behavior Management Principles and Practices of Positive Behavior Suppo

Among the most widely disseminated procedures derived directly from the principles of applied behavior analysis have been those applied to the analysis and treatment of common childhood problems (e.g., Arndorfer, Allen, & Aljazireh, 1999; Schroeder & Gordon, 1991; Watson & Gresham, 1998). Applied behavior analysts have developed a countless effective interventions for common childhood problems and have repeatedly demonstrated that, even in loosely controlled applied environments, behavior often responds rather quickly to properly managed contingencies. Yet, despite these successes, some have maintained that simply providing repeated demonstrations of the effectiveness of behavioral technology eventually will yield diminishing returns to the field (Kunkel, 1987). The success of an intervention is dependent not only upon its effectiveness but also upon its precise delivery by a clinician and the consistency with which parents and staff implement that treatment with all of its essential

The Behavior Analyst Certification Board, Inc. (BACB) has adopted ten guidelines for professional conduct for behavior analyst. Guideline four discusses, The Behavior Analyst and the Individual Behavior Change Program. The guideline states, “The behavior analyst (a) designs programs that are based on behavior analytic principles, including assessments of effects of other intervention methods, (b) involves the client or the client-surrogate in the planning of such programs, (c) obtains the consent of the client, and (d) respects the right of the client to terminate services at any time.” Within guideline four, Least Restrictive Procedures 4.10 dictates, “The behavior analyst reviews and appraises the restrictiveness of alternative interventions and always recommends the least restrictive procedures likely to be effective in dealing with a behavior problem” (Bailey & Burch, 2011.) Based on our ethical guidelines as future behavior analyst we must guarantee our clients interventions are the least restrictive. Promoting least restrictive interventions in school settings ensures the utilization of antecedent manipulations. Utilizing antecedent manipulations may assist with deescalating or preventing further maladaptive behavior. Preventing maladaptive behavior decreases the risks of potential negative side effects such as emotional responding. Employing our ethical guidelines ensures the dignity of our students and promotes student independence.

This article offers strategies for teachers to use to help their most challenging students with behavioral issues. One of the authors is a child psychiatrist who works with at-risk children and the other is a behavior analyst and special educator. Their approach is based on the premise that educators can only control certain elements in the classroom and their own behavior when it comes to students with challenging behavior. The created the acronym FAIR:”F is for understanding the function of the behavior, A is for accommodations, I is for interaction strategies, and R is for responses” (2). The function of behavior can include escaping from something, obtaining a tangible thing, engaging in sensory activities, and getting attention. These functions are the benefits the student gets from the behavior. The escape motivated behavior happens when a student tries to avoid a “task, demand, situation, or person” (3). The tangible behavior occurs when the student wants to get objects like money or feed or something else they want. Sensory behavior happens when a student tries to get the attention of an adult or classmate. This can occur when the student is “bellergent, screaming, or continually interrupting the teacher” (3). Negative attention can reinforce attention-seeking behavior because it is better than nothing and the student may prefer it because it is more predictable than positive attention. Taking ABC

This letter is in response to a request from Mrs. Aysha Alshehri to attend a conference. Mrs. Alshehri is a student in good standing in Winthrop University Master of Education in Curriculum and Instruction Program. The conference she has requested to attend, is Working Together to Improve Student Behavior Conference. According to conference organizers, participants will engage in a collaboration between families and educators to build a unified vision and approach to behavioral intervention in homes and schools. The conference will bring together national and local experts to deliver over 20 presentations, as well as skill-building workshops. The presentations will cover a wide range of topics related to effective school-wide discipline,

The problem to be addressed through this is an intervention study such as targeted components that help students (Plath, Croce, Crofts, & Stuart, 2016). A school-based cognitive behavioral intervention therapy program (Bratton, Ceballos, Sheely-Moore, Meany-Walen, Pronchenko, & Jones, 2013). The call for future studies are asking for more advanced ways to implement character education programs related to young children who show disruptive behavior in the classroom (Palmer, 2005). Therefore, researching this problem is beneficial to teachers and parents who are dealing with children that have behavioral

The following section is a review of the literature of behavioral intervention studies related to community health education and heart disease. The priority populations in these studies including older adults and other groups.

Although there is no cure for Tourette’s, there are treatments to help manage the tics. Some people with Tourette’s have tic’s that do not get in the way of their daily routines and do not need any treatment. Regardless, there are medications and behavioral treatments that are available if there is any stress, pain or injury caused by the tics. There is a new behavioral treatment called Comprehensive Behavioral Intervention (CBIT). CBIT is an evidence-based type of behavioral therapy for Tourette’s and tic disorders. CBIT is effective at reducing symptoms and tic-related impairments. Treatment includes habit reversal in addition to other strategies that includes education about tics and relaxation techniques. During this therapy, a therapist

The classroom intervention was comprised of a school–home daily progress report, Classroom Challenge (CC) and a homework completion plan. Each student’s CC addressed two to three target behaviors for example, quality of classwork, classroom behavior and social interactions. These areas were assessed up to three times each day and stars were administered for reaching each goal, which is an example of a stimulus added to the environment. These tokens were exchanged for daily home prizes and the children were publically recognized in their group each week. The aim of these reinforcements was to create consistency of the target behaviors. Behavior goals were progressed within a 12-week interval, which included two or three individual 30-min CC meetings. The teacher parent, student, and LSP were all in

Due to all that has recently occurred, we will have a Behavioral Intervention Plan (BIP) meeting on Thursday, November 16 at 3:30 p.m. in Room 108 (my classroom) for Raymond Carl. I will contact parents Monday to approve the time and date. We will attempt to find out more about what is done at home that could be used at school and revisit the current plan. Please, bring any data you have on Raymond’s behavior or observations you wish to share.

IEP ( Individual Lesson Plan) can be designed for Mitchell. Accomplishing the target in such programmes needs consistency as it is vital where undoubting feedback and follow-up that matters, not the severity (SEN,2012,p.2). In order to balance teachers teaching and behavior modification strategies in classroom, I will assure my team to execute relevant academic activities and instructional interactions. In 2004, Rosenberg et al., viewed that “students disruptive behavior and non-academic engagement should alert teachers to assess the appropriateness of academic materials as a first line of intervention rather than simply implementing behavior modification strategies on their own”(p.105). Labelling and exclusion will be avoided.

Another theoretical approach applies more so to school counseling because it involves finding and implementing interventions for students with behavioral issues in school which would include behaviors caused by disabilities. Thompson discusses a behavior intervention model that

Teachers were asked about their perceptions of how effective behavior intervention plans were at addressing the behavioral and emotional needs of students with an emotional behavior disorder. Table 1 indicates that 59% of the participant either disagreed or strongly