Education Systems
What is the plan called that outlines the special education services, accommodations, and goals tailored to meet the unique needs of a student with disabilities?
Individual Education Plan
What is the term that refers to a positive alternative behavior that serves the same function or purpose as the problem behavior it is intended to replace?
What is functional equivalent replacement behavior?
During recess, Emily, a third-grade student, consistently seeks attention from her peers in inappropriate ways. She interrupts games, calls out loudly, and engages in attention-seeking behaviors that disrupt the playtime activities of her classmates.
Attention
During recess, Emily, a non-verbal student with autism, is engaged in her favorite activity of blowing bubbles. As the recess period comes to an end, the teacher approaches Emily and indicates that it's time to stop playing with the bubbles and return to the classroom. However, Emily responds by screaming, kicking, and punching.
Functional Communication Training (FCT)
What are three methods for determining a learner's interests?
Ask. observe, trial based
What is the framework, often abbreviated as MTSS, is designed to provide interventions and support at varying levels of intensity to meet the academic, behavioral, and social-emotional needs of all students in a school?
Multi-Tier System of Supports
What is the difference between a FERB and a desired behavior?
A FERB is an alternative behavior that serves the same function or purpose as the problem behavior and desired behaviors are general skills that can support the student's skills
In Mrs. Johnson's fifth-grade class, Alex often struggles with completing challenging assignments. When faced with tasks that he finds difficult or overwhelming, Alex's typical response is to run out of the classroom. Despite efforts to encourage him to stay and work through the assignments with support, Alex feels overwhelmed and leaves the classroom.
Escape
Lily often blurts out random phrases during class discussions. These phrases are unrelated to the topic being discussed and serve as a way for Lily to attract attention from the teacher and her classmates.
Non-Contingent Reinforcement
What kind of preference assessment involves presenting items two at a time to the target individual?
Paired
Before a student is assessed for an Individualized Education Plan (IEP), this team collaborates to identify students who may benefit from additional academic or behavioral support and develops strategies to address their needs within the general education setting.
Student Support Team (SST)
Emma, a fifth-grade student, consistently interrupts the class by calling out, making irrelevant comments, and engaging in disruptive behavior. Despite reminders and redirection, she persists in seeking attention from the teacher. This behavior not only disrupts the learning environment but also affects the other students' ability to focus and participate in class activities. The teacher notices that Emma's attention-seeking behavior tends to escalate when she feels left out of the group or struggles with the assigned tasks. What is Emma's replacement behavior?
Appropriately join a group of friends
Sarah is a first-grade student who loves blowing bubbles at recess. As recess comes to an end, the teacher reminds the students that it's time to clean up and head back to class. When the teacher gently tells Sarah that she needs to stop blowing bubbles, Sarah reacts with a scream "No." Staff responded by giving Sarah more time with bubbles.
Access or Tangible
In Mrs. Ramirez's kindergarten classroom, Alex, a student with autism spectrum disorder, struggles with transitioning from preferred activities to non-preferred activities. During free playtime, Alex becomes engrossed in building with blocks, his favorite activity. However, when it's time to clean up and transition to circle time for a story, Alex's behavior escalates rapidly. He begins throwing blocks across the room, kicking nearby classmates, and even attempts to bite the teacher when she approaches him to redirect his behavior.
AAC, FCT, Visual Supports..
Anything else?
What is the difference between a preference and a reinforcer?
A preference is what you like and a reinforcer is what changes behavior
In the Multi-Tier System of Supports (MTSS), what tier focuses on universal interventions and strategies implemented school-wide to support the academic, behavioral, and social-emotional needs of all students?
Tier 1
During class, Sarah, a fourth-grade student, frequently engages in inappropriate sensory-seeking behavior by kicking the desks of her classmates. Whenever Sarah becomes restless or overwhelmed, she resorts to kicking desks nearby, disrupting the class, and causing distress to her peers. Despite repeated reminders and warnings from the teacher, Sarah continues to exhibit this behavior, often escalating when she feels anxious or overstimulated. What is Sarah's replacement behavior?
A possible answer could be a band around the student's chair
Jacob frequently walks around the classroom, seemingly unable to sit still for extended periods. Additionally, he frequently requests tissue paper to blow his nose, even when he doesn't appear to have a cold or allergy symptoms.
Sensory
Emily, a student with attention deficit hyperactivity disorder (ADHD), begins to pound her fists on the table for attention. Mr. Thompson begins to reinforce when the student sits on their hand.
Differential Reinforcement of Incompatible Behaviors
What are preference assessments?
Preference assessment is a procedure that allows ABA therapists to determine the hierarchy of a child’s preferred items, from low preferred to highly preferred ones. This method can be used to determine hierarchies of everything from toys and foods to social interactions, people, and locations.
What tier in the Multi-Tier System of Supports (MTSS), do students receive intensive, individualized interventions to address their specific academic, behavioral, or social-emotional needs?
Tier 3
In Mrs. Garcia's sixth-grade classroom, Marcus frequently struggles with blurting out inappropriate phrases during class discussions. Despite reminders to raise his hand and wait his turn to speak, Marcus interrupts the lesson with comments that are off-topic or disruptive. This behavior not only disrupts the flow of the lesson but also affects the engagement and concentration of his classmates. Mrs. Garcia notices that Marcus's blurting out tends to occur when he feels excited or wants attention from his peers. What is Marcus's replacement behavior and desirable behaviors?
possible answers-
FERB - raising his hand
Desirable behaviors - appropriate conversation exchanges
During Mrs. Rodriguez's fourth-grade class, Ethan frequently struggles with challenging assignments. Whenever he encounters difficult tasks, Ethan's immediate response is to bolt out of the classroom. Despite Mrs. Rodriguez's attempts to provide him with support and encouragement, Ethan's behavior persists. Upon leaving the classroom, Ethan often attracts the yard duties who intervene by talking about Ethan's feelings.
Escape and Attention
A student attempts to leave the classroom or school environment without permission, potentially putting themselves at risk of harm. The school recommends an additional assessment to understand the function of the student's behavior.
Functional Behavior Assessment
What are all of the preference assessments?
SINGLE STIMULUS METHOD,
PAIRED STIMULI METHOD,
MULTIPLE STIMULI METHOD with replacement and without replacement