Outline of Content
Assessment Task #1: Reflection
Unit 1: Overview and Historical Perspective
- To examine the legal responsibilities one must address when developing and implementing behavioral programs in Florida.
- To identify the essential ethical principles to be followed in establishing positive behavior support and specific legal requirements pertaining to conducting functional assessments
- To examine the background, critical themes, and components of a comprehensive Positive Behavior Support System
- To explore the historical perspective of Positive Behavior Support as it relates to applied behavior analysis.
- To analyze the basic principles of behavior and examine the importance of appropriate reinforcements and consequences.
- To identify the functions of behavior and increase one's ability to define behaviors.
- To identify the five-step process for providing positive behavior supports.
- Ethical and Legal Aspects
- What is Positive Behavior Support?
- What is Behavior?
Assessment Task #2: Idea Requirements
Unit 2: The Support Process: A Team Approach
- To identify the essential team members for creating effective plans.
- To learn how to utilize the person-centered planning process to identify meaningful goals
- To develop a comprehensive understanding of the focus on the individual and environmental circumstances influencing behavior.
- To assess the essential components and importance of the role of the family in the development of an effective positive behavior support plan.
- To assess students’ strengths and needs and target specific settings in need of intervention.
- To utilize the five functional assessment methods in the functional behavioral assessment process.
- To identify and define problem behaviors to be targeted.
- To develop the skills necessary in determining appropriate goals of intervention.
- To review and interpret observational and interview data to identify patterns or trends surrounding a targeted problem behavior.
- To develop a hypothesis based on examination of the relationships between antecedents, behaviors, and consequences.
- To examine the correlation between curriculum and behavior.
- To become familiar with instructional checklists used to determine the appropriateness of instructional strategies.
- To determine effective instructional techniques that support successful classroom management programs.
- Goals and Planning
- Gathering Information
- Developing Hypothesis
- Curriculum, Instructional Issues, and Strategies
Assessment Task #3: Identify the Critical Themes/Components of PBS
Assessment Task #4: Behavior Functions
Assessment Task #5: Leon's Team
Assessment Task #6: Analyze Data/Develop a Hypothesis
Assessment Task #7: Develop a Hypothesis Statement
Assessment Task #8: How Curriculum, Instruction, and Behavior are linked
Unit 3: Planning and Implementation
- To analyze behavior and its function in preparation for determining proactive strategies.
- To examine proactive skills for developing replacement behaviors in the classroom.
- To reduce problem behaviors through replacement skills and increase use of alternative skills through the implementation of functional strategies.
- To identify lifestyle issues that impact targeted problem behaviors.
- To identify the need for and develop a crisis plan.
- To identify objective measures for documenting progress.
- To track changes in target behaviors, as well as successes and failures, and determine appropriate interventions.
- To utilize a self-check process to determine thoroughness of plans.
- To identify the most appropriate evaluation approaches for individual cases.
- How to Develop a Plan
- Evaluating and Monitoring a Plan
- Research Findings
Assessment Task #9: Research Findings
Assessment Task #10: Final Reflections