Outline of Content

Introduction

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.

Sections

  1. Ethical and Legal Aspects
  2. What is Positive Behavior Support?
  3. 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.

Sections

  1. Goals and Planning
  2. Gathering Information
  3. Developing Hypothesis
  4. 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.

Sections

  1. How to Develop a Plan
  2. Evaluating and Monitoring a Plan
  3. Research Findings

Assessment Task #9: Research Findings
Assessment Task #10: Final Reflections