Functional Behavior Assessment in Classroom Settings: Scaling Down to Scale Up

In the article, Functional Behavior Assessment in Classroom Settings:  Scaling Down to Scale Up, the authors explain the reasonings why it is needed to forgo the formal terminology when working with teachers on determining behaviors in the classroom.  The authors agree with the general researchers in that the FBA involve,

     An operational definition of problem behavior
     Identification of predictable antecedent-behavior-consequence chains
     Determination of stimulus control and operant function
     Determination of appropriate functional replacement behavior
     Manipulation of antecedent and consequence events to facilitate the replacement
     behavior  (Scott, p.88).

The authors believe all these components need to be included in the FBA but in a language that teachers in the general education classroom understand and use on a daily basis.  An example of this would be to ask the teacher what his/her opinion is as to why the student might be engaging in the problem behavior instead of asking the teacher to state the function of the behavior.  They are asking the teachers to be as specific as they can in describing the behavior.  When general terms are used, such as making disruptive noises, or constant movement, the true behavior might not be defined.  The teacher needs to say what the noises are, when they happen and why they think it is happening.  They believe that FBAs would be more effective when teachers understand what is being asked without using formal terms.  

This makes complete sense as a general classroom teacher.  I think school counselors and behavior specialist assume that all teachers are familiar with the formal terminology and what is being asked to assess a student.  The authors mention that not enough education is given to teachers on how to identify specifically the problem behaviors and to think about when and why these behaviors might occur.  Once a teacher can understand and use plain language instead of the formal language of the five components, the behaviors can be better addressed and corrected. 

Scott, T. M., Alter, P. J., & McQuillan, K. (n.d.). Functional behavior assessment in classroom settings: scaling down to scale up. Retrieved November 3, 2017.

Five Steps for Developing Effective Transition Plans for High School Students with Autism Spectrum Disorder

In the article, Five Steps for Developing Effective Transition Plans for High School Students with Autism Spectrum Disorder, it outlines steps to take when considering a transition plan for students with ASD.  The information given in the article is very similar to a traditional transition plan for a student with an IEP but there are more specific guidelines a team may want to follow when creating the plan.  One common error in transition assessment and goal writing for students with ASD is the failure to consider and assess student challenges in core areas that are associated with autism. (Szidon,p.148).  


The five steps this article suggests are:

1.  Identify Transition Goals
2. Link Postsecondary Goals With IEP Goals
3. Troubleshoot and Adjust Transition and IEP Goals
4. Provide Opportunities to Teach Skills
5. Evaluate Progress   (Szidon, p.148-151).

As I read through the article, I found that being specific is better when writing the goals.  The article gives examples of different goals that are generally written and then rewritten to add specific tasks.  All aspects of Autism must be considered when writing the goals.  If a student is having difficulty socially, that is a goal that needs to be addressed in the transition plan.  If it is organization, that too must be specifically addressed with specific tasks that need to be practiced and measured over time.  

This article has some good points but they are not too different from the other readings and information that has been presented this week.

Szidon, K., Ruppar, A., & Smith, L. (2015). Five steps for developing effective transition plans for high school students with Autism Spectrum Disorder. Teaching Exceptional Children,47, 147-152. Retrieved October 28, 2017. 

An Intervention to Promote Positive Teacher-Student Relationships an Self-Determination Among Adolescents with Emotional Disturbances

In the article, An Intervention to Promote Positive Teacher-Student Relationships and Self-Determination Among Adolescents With Emotional Disturbance, it explains the importance of positive teacher-student relationships and how to maintain them while supporting self-determination for adolescents with high-incidence disabilities.  ( Lind, 2017).  The authors focus on Adolescent Goal-Setting Intervention and how to implement it. 

     There are five steps in implementing the procedure.

1.         An initial goal setting activity meeting.
2.         A midweek check-in meeting.
3.         A consequential follow-up and goal setting activity meeting.
4.         Teacher-student relationship activity.
5.         Ongoing data collection.( Lind, 2017) 

This intervention focuses on positive actions, positive conversations, praise from the teacher whenever possible, and accountability from the student.  The teacher’s role in this intervention is to guide the student in creating the weekly goal, provide praise, and encourage the student to follow through with the goal.  The teacher must check in with the student and help the student make changes when necessary.  The student also must take responsibility in creating attainable goals, meet with the teacher regularly, and communicate when the goal has not been met.  If the goal has been met then a new goal is established.  If the goal has not been met, the teacher and student brainstorm on ways to make the goal possible. 

The idea behind practicing the goal setting behavior is to establish a positive relationship between student and teacher as well as training the student to function with problem solving skills to help them transition from student to adult. 

I thought this was a great read and although they say more research needs to be developed to conclusively say this method is valid, it makes sense to build a good rapport between teacher and student.  The student can also develop good working strategies and problem solving skills that will help them transition into adulthood.

Lind, J., PhD., Poppen, M., PhD., & Murray, C., PhD. (2017). An intervention to promote positive teacher-student relationships and self-determination among adolescents with emotional disturbance. Career Development and Transition for Exceptional Individuals,40, 186-191. Retrieved October 21, 2017.

  

The Importance of Choice Making Skills For Student with Severe Disabilities

     In the article, The Importance of Choice-Making Skills for Student with Severe Disabilities, the authors Shevin and Klein relate the idea that all students need to learn how to make choices both in and out of school.  Most students are given the opportunity to make choices and decisions that will effect their choice making as adults.  In the past, students with severe disabilities were not given the opportunity to decide, rather they were expected to be compliant with what the adult, parent or teacher expected.  

     In order to teach independence, choice making also needs to be taught.  Learning to make choices can extend to areas of major life concerns such as vocation, residence, and consent to medical treatment. (Klein, p. 161).  Part of the process to teaching choice making for the severely disabled is determining if they are really making a choice or following through with what they do or do not understand.  As in all choice making, mistakes can be made so the teacher needs to determine whether or not the student truly understands the task.  When the student makes a mistake, is it because the student is being non-compliant or not understanding what is being asked of him or her.  

     There are three contexts for fostering choice making skills for the severely disabled:

1. Classroom activities designed to teach specific choice-making skills
2. Integration of choice-making opportunities throughout the student's day, across  curricular domains
3. Provision of opportunities, both inside and outside of school, for students to experience the benefits and consequences of choices they have made               (Klein, p.164)

     Choice making is essential for all people to feel that they are in control and independent to a degree.  If a severely disabled person is given the opportunity to make decisions that most of us take for granted it allows them to feel some kind of independence.  Teachers need to aide in the process of teaching those skills, along with the parents or caregivers so the severely disabled student can do what he/she can for him/herself.
     This article is a reprint but has some important ideas.  I didn't agree with some of the terminology and further research needs to be done for updates on strategies for teaching choice-making to severely disabled students.  

Shevin, M., & Klein, N. K. (1984). The importance of choice-making skills for students with severe disabilities. The Journal of the Association for the Severely Handicapped,9(3), 161-168. Retrieved September 30, 2017.

Connecting the Dots Supporting Students with Autism Spectrum Disorder

     In the article, Connecting the Dots Supporting Students with Autism Spectrum Disorder, the authors "discuss evidence-based practices (EBPs) that are solidly supported by the research. (Connecting, p.13).  They provide sources on how to use EBPs in the classroom and the training for teachers on using EBPs. 

     The article begins with a description of autism spectrum disorder and a brief history of the disorder.  It also explains the relationship between autism and Asperger's Syndrome.  Autism and Asperger's both have elements of social difficulties but autism is usually associated with intellectual disabilities while Asperger's does not typically have intellectual disabilities. ASD is known as a spectrum because of a common set of characteristics-such as onset before age 3, difficulties in social communication, and restricted and repetitive behaviors.(p.13).

     The authors researched many interventions and practices and developed a plan to implement the practices in the classroom.  There are 27 different practices under the categories of Fundamental Applied Behavior Analysis Technique, Positive Behavioral Interventions and Supports, Social-Communication Interventions, Teaching Strategies, Cognitive Behavioral Interventions and Technologically Oriented Interventions.(p.15).  The authors go on to discuss how the practices are important but it is also important for schools to have proper training, collaboration among staff, family involvement and clear goals set for the student.  Observing the student is important before, during and after a practice is implemented to figure out what practice to use, determine if it is working and making sure the student can move to independently carry out the task targeted by the practice.  

     This article provides useful resources to use when including students with ASD and students that may need a behavioral plan that are not on the spectrum.  As most strategies go, nothing is a sure thing and many strategies will be used to teach or correct behaviors.  The recommendations for using the practices is that well trained teachers implement the strategies and keep accurate evidence that the practices are working or not and be open to change.  Not all students are the same and not all students with ASD are the same so having many strategies and practices at hand will help in teaching all students.  

Odom, S. L., & Wong, C. (n.d.). Connecting the dots supporting students with Autism Spectrum Disorder. Retrieved September 22, 2017.

Working Effectively with Students with BD in a General Education Classroom: The Case for Universal Design for Learning

     In the article Working Effectively with Students with BD in a General Education Classroom:  The Case for Universal Design for Learning, it explains the benefits and positive outcomes of teaching with the concept of universal design.  Universal design for learning(UDL) encompasses an effective approach to classroom procedures, ensuring that instruction is designed to be accessible to all potential learners. (Johnson-Harris and Mundschenk, 2014).  It has been challenging over the years to include students with behavior disorders in the general ed classroom. This article suggests and has provided evidence that the universal design does work.  It appears to me to be a proactive design rather than an reactive plan.  Usually teachers wait to see if and when a student enters their classroom with a behavior disorder and then he/she revises plans to accommodate that student.  This article is suggesting that by designing the lessons with those students in mind, even though they haven't been placed in the classroom, the teacher can plan a universal design and it would not only benefit the BD student but all types of learners.
     There are multiple components to the design but the common theme is to provide different ways to complete assignments or tasks.  It suggests that teachers have multiple options for students to interact with the  content of the lesson. (Johnson-Harris and Mundschenik, 2014).  Some examples of this might be using technology to compose papers or read books.  The use of audio books or peer reading buddies to read a story.
     As I read through this article I was trying to think of ways this could be designed in the Kindergarten classroom.  What I have concluded is that to some degree it already is being implemented.  I use so many different means to teach phonics, math and story comprehension but what I don't do is give the students the opportunity to choose their means of lesson practice.  The Universal Design for Learning requires training and proper planning for it to work.  It also takes a bit of open-mindedness and willingness to change the way we think about allowing students to achieve the goal of the lesson.
     In conclusion, this was a great read and they provide information on how to learn more about UDL.



Johnson-Harris, K. M., & Mundschenk, N. A. (2014). Working effectively with students with BD in a general education classroom: The case for Universal Design for Learning. The Clearing House,168-174.

Effectiveness of the Touch Math Technique in Teaching Addition Skills to Student with Intellectual Disabilities

     In Effectiveness of the Touch Math Technique in Teaching Addition Skills to Students with Intellectual Disabilities, Nuray Can Calik and Tevhide Kargin conduct a study on how well the Touch Math Technique worked for students with mild intellectual disabilities. 

    Touch Math is a dot notation method, where by dots are associated with each number from 1 to 9 according to a specified pattern. (Calik & Kargin, 2010).  Students with disabilities are self conscious, like students without disabilities, in that they do not want to show their incompetencies by counting on their fingers.  Counting on fingers or using manipulatives to count, demonstrates to others that they need aids to perform the task.  Dots are placed on the number according to the number and students learn to silently count the dots.  When the student has mastered the technique of silently counting the dots, the dots are removed and the student can count by memory the dots that have been removed.  This is a technique that needs to be taught, practiced, and mastered before it is effective.
     The study tested three second grade students, each with a mild intellectual disability. They were given a pre-test, each of which scored  30% or 40% accuracy, then they were taught the Touch Math Technique.  After 10 and 20 days post instruction, their scores went up to 100% accuracy on the post-test. (Calik & Kargin, 2010).  

     This article tested and produced proof that a method beyond counting on and counting all is effective for students with mild intellectual disabilities.  It provided positive argument for the use of this method in a math class that has both students with disabilities and student without disabilities.  I have seen the use of this method in classrooms throughout the school I work in but I have not used it myself.  The article definitely enlightened me on the method and I believe it is worth looking into for future use in my classroom.  There is on weak point to this article in my opinion.  I believe a larger test group should have been tracked to provide even more evidence that it worked.


Calik, N.C., & Kargin, T. (2010). Effectiveness of the Touch Math Technique in teaching   addition skills to students with intellectual disabilities. International Journal of Special Education, (Vol. 25, No.1).