Global Screening and Assessment Targeted Responses

Global Screening and Assessment Targeted Responses

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Instructions

Global Screening and Assessment Targeted Responses

Targeted responses to two classmates’ primary posts are required. There are topics and questions that you must cover in your response posts for Units 1 through 9, and you will need to further the conversation by elaborating on the topics and questions. Please review the Discussion Board Participation Rubric under Course Resources.

As you have learned in Unit 2, there is legislation that protects individuals with disabilities and a major part of this protection involves the use of Functional Behavior Assessment, particularly in the school setting. You have also learned that the approach taken to development of behavior intervention was not always function-based.

For this discussion, create a scenario in which you have a client who is exhibiting a target behavior in either a school or work setting. Describe the legislation that applies to your client along with an explanation of your understanding of this legislation and how you can ensure that it is being upheld.

Discuss in detail why the choice of a Functional Behavioral Assessment approach that utilizes principles of Behavior Analysis should be considered superior to previous iterations of assessment for problem behaviors. In your discussion, be sure to include references to at least two of the following “old school” methods of behavior assessment: the diagnostic model, topography based, case based, or team preference-based approaches.

Peer Responses: Respond to two classmates’ primary posts by discussing specifics related to research, empirical background, and legal issues that would justify the choice of a Functional Behavioral Assessment as a primary method for behavior assessment in your peers’ hypothetical scenario.

Reading and Resources

Read Chapter 1 in Conducting School-Based Functional Behavioral Assessments: A Practitioner’s Guide: “Introduction to Functional Behavior Assessment”

Chapter 1 introduces you to Functional Behavior Assessment and the necessity of this assessment in developing effective behavior intervention procedures.

Read Journal Article

Scott, T.M. & Cooper, J.T. (2017). Functional behavior assessment and function-based intervention planning: Considering the simple logic of the process. Beyond Behavior, 26, 101-104.

TEXTBOOKS

Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied Behavior Analysis. 3rd Edition.

Steege, M.W., Pratt, J.L., Wickerd, G., Guare, R., & Watson, T.S. (2019). Conducting School-Based Functional Behavioral Assessments: A Practitioner’s Guide. 3rd Edition.

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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