Functional Thinking for Managing Challenging Behavior

2017 ◽  
Vol 53 (4) ◽  
pp. 245-251 ◽  
Author(s):  
R. Allan Allday
Keyword(s):  
Challenging Behavior ◽  
Student Behavior ◽  
Challenging Behaviors ◽  
Classroom Teachers ◽  
Specific Behavior ◽  
Functional Thinking ◽  
Intervention Selection ◽  
Function Based Intervention ◽  
Challenging Student Behavior ◽  
Behavior Function

Challenging student behavior remains one of the biggest trials for classroom teachers. Understanding why a student performs a specific behavior is important in determining how to develop an intervention that targets the function of the behavior. This column focuses on how thinking functionally about behavior can help teachers understand why students engage in challenging behaviors. Specifically, three levels of functional thinking are discussed: (a) maintaining function, (b) deficits determination, and (c) intervention selection. Functional thinking is not meant to be a replacement for formal assessments; however, thinking about behavior in this way may help teachers to determine behavior function and develop a function-based intervention to alleviate the challenging behavior.

Rates of Common Classroom Behavior Management Strategies and Their Associations With Challenging Student Behavior in Elementary School

2017 ◽  
Vol 26 (3) ◽  
pp. 156-169 ◽  
Author(s):  
Julie Sarno Owens ◽  
Alex S. Holdaway ◽  
Jessica Smith ◽  
Steven W. Evans ◽  
Lina K. Himawan ◽  
...  
Keyword(s):  
Challenging Behavior ◽  
Behavior Management ◽  
Student Behavior ◽  
Classroom Behavior ◽  
Management Practices ◽  
Challenging Behaviors ◽  
Management Strategies ◽  
Teacher Behaviors ◽  
Teacher Response ◽  
Challenging Student Behavior

In this study, we (a) describe patterns of challenging student behaviors (classwide and for a target student with attention deficit hyperactivity disorder [ADHD]) and teacher behaviors (i.e., praise, commands, and responses to challenging behavior) in kindergarten through Grade 5 classrooms, (b) examine the relations between these behaviors, and (c) describe a threshold of teacher behaviors most associated with low levels of challenging student behavior. Participants were 55 teachers observed using a modified version of the Student Behavior Teacher Response (SBTR) system. Across grades, there was variability in rates of classwide challenging behavior per hour ( M = 35.81 to 102.62) and rates of praise per hour ( M = 10.90 to 37.70). The percentage of challenging behaviors to which teachers responded appropriately was generally low ( M = 27% to 47%) and stable across grades. For classwide challenging behavior, higher percentages of appropriate teacher response were significantly associated with lower rates of challenging behavior ( b = −.43; p < .01), but effective commands and labeled praise were not. Classwide challenging behaviors dropped to 30 per hour once teachers reach a threshold of 51% appropriate response, with little incremental benefit at higher levels. Implications for professional development and future study of behavior management practices are discussed.

ABC Tracker: Increasing Teacher Capacity for Assessing Student Behavior

2017 ◽  
Vol 26 (3) ◽  
pp. 113-123
Author(s):  
Chris Borgmeier ◽  
Sheldon L. Loman ◽  
M. Kathleen Strickland-Cohen
Keyword(s):  
Challenging Behavior ◽  
Student Behavior ◽  
Functional Behavior Assessment ◽  
Behavior Assessment ◽  
Classroom Teachers ◽  
Teacher Capacity ◽  
Knowledge And Skills ◽  
Functional Behavior

Students with persistent challenging behavior are present in nearly every classroom. Teachers need the knowledge and skills to understand student behavior and intervene effectively. This article presents a framework to guide teachers in understanding student behavior and feasible tools for collecting data about the function of student behavior. Practical schoolwide strategies are provided for collecting and utilizing information about function of behavior to inform function-based supports for students prior to formal functional behavior assessment.

Effectiveness of functional communication training paired with a chained schedule of reinforcement in the reduction of challenging behavior

2019 ◽  
Author(s):  
◽  
Emily Malugen
Keyword(s):  
Problem Behaviors ◽  
Challenging Behavior ◽  
Challenging Behaviors ◽  
Functional Communication Training ◽  
Autism Spectrum ◽  
Communication Training ◽  
Functional Communication ◽  
Chained Schedule ◽  
Schedule Of Reinforcement ◽  
Function Based Intervention

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] To best meet the needs of elementary-aged students with Autism Spectrum Disorder who engage in challenging behaviors in the classroom, identifying a practical and feasible function-based intervention to both reduce problem behaviors and increase appropriate behaviors is optimal (Koegel, Matos-Freden, Lang and Koegel, 2012). The purpose of the current study is to extend previous research suggesting that Functional Communication Training (FCT) is an effective intervention to increase appropriate communication responses, and in turn decrease instances of problem behavior, when it is integrated with a chained schedule of reinforcement and programmed schedule-thinning (Zangrillo, Fisher, Greer, Owen, DeSouza, 2016). In addition to assessing intervention effectiveness and feasibility of teacher implementation, this study also assesses the extent to which applying mitigating strategies throughout the intervention would impact the likelihood of treatment relapse (Mace et al., 2010). Findings suggest that challenging behavior decreased throughout intervention, and functional communication and time on-task increased. Additionally, the data suggest that relapse did not occur. Implications for practice in the classroom are discussed.

Functional Assessment and Intervention for Challenging Behaviors in the Classroom by General Classroom Teachers

2000 ◽  
Vol 2 (2) ◽  
pp. 85-97 ◽  
Author(s):  
Sherry A. Ellingson ◽  
Raymond G. Miltenberger ◽  
Jason Stricker ◽  
Tami L. Galensky ◽  
Matthew Garlinghouse
Keyword(s):  
Functional Assessment ◽  
Challenging Behaviors ◽  
Classroom Teachers ◽  
General Classroom

scholarly journals Assistive Technology and Cognitive-Behavioral Programs for Promoting Adaptive Skills of Persons with Alzheimer Disease: A Selective Review

2018 ◽  
Vol 2 (3) ◽  
pp. 14-29
Author(s):  
Viviana Perilli ◽  
Fabrizio Stasolla ◽  
Stefania Maselli ◽  
Isabel Morelli
Keyword(s):  
Quality Of Life ◽  
Alzheimer Disease ◽  
Assistive Technology ◽  
Challenging Behavior ◽  
Behavioral Interventions ◽  
Challenging Behaviors ◽  
Cognitive Behavioral ◽  
Adaptive Responding

Background: Person with Alzheimer Disease may present cognitive, social, communication, physical, and orientation impairments. Furthermore, individuals with Alzheimer Disease may exhibit challenging behavior, isolation, and passivity. Objectives: To emphasize the role of Assistive Technology-based interventions and Cognitive-Behavioral Programs to improve the independence, and the quality of life of patients with Alzheimer Disease. To assess the effects on teaching adaptive responding, and decreasing challenging behaviors. Method: A selective literature review was carried out considering Alzheimer, Assistive Technology, Cognitive-Behavioral Programs, Adaptive Responding, Challenging Behaviors, and Quality of life as keywords. Twenty-six studies were reviewed. Results: Empirical data demonstrated the effectiveness, and the suitability of the selected interventions, although few failures occurred. The participants involved significantly increased their adaptive responding during the intervention phases, and maintained their performance over the time. Conclusion: Assistive Technology-based rehabilitative programs and Cognitive-Behavioral Interventions may be helpful for promoting the independence and the quality of life of individuals with Alzheimer Disease.

Assessing the Functions of Behavior for Students with Autism in the Inclusive Classroom Environment

2020 ◽  
pp. 972-994
Author(s):  
Lina Gilic ◽  
Michelle Chamblin
Keyword(s):  
Special Education ◽  
Classroom Environment ◽  
Student Behavior ◽  
Social Behaviors ◽  
Inclusive Classroom ◽  
Classroom Teachers ◽  
Research Support ◽  
Inclusive Settings ◽  
Students With Autism ◽  
And Behaviors

Over the last decade, there has been a significant increase in the identification of students with Autism. According to research and the laws that guide Special Education, inclusive settings benefit both students with and without disabilities. However, teaching students with Autism in inclusive settings can bring about challenges, as teachers are responsible to effectively manage academic and social behaviors. Years of research support the evidence that behaviors do not occur in isolation and behaviors serve a function, even those that are deemed as socially maladaptive. Today's classroom teachers need the tools necessary to identify the function of the student behavior so that appropriate strategies can be applied. Based on the evidence, these strategies can be used to target and transform socially significant behaviors required for successful inclusion and optimized independence.

Assessing the Functions of Behavior for Students with Autism in the Inclusive Classroom Environment

2017 ◽  
pp. 116-138
Author(s):  
Lina Gilic ◽  
Michelle Chamblin
Keyword(s):  
Special Education ◽  
Classroom Environment ◽  
Student Behavior ◽  
Social Behaviors ◽  
Inclusive Classroom ◽  
Classroom Teachers ◽  
Research Support ◽  
Inclusive Settings ◽  
Students With Autism ◽  
And Behaviors

Over the last decade, there has been a significant increase in the identification of students with Autism. According to research and the laws that guide Special Education, inclusive settings benefit both students with and without disabilities. However, teaching students with Autism in inclusive settings can bring about challenges, as teachers are responsible to effectively manage academic and social behaviors. Years of research support the evidence that behaviors do not occur in isolation and behaviors serve a function, even those that are deemed as socially maladaptive. Today's classroom teachers need the tools necessary to identify the function of the student behavior so that appropriate strategies can be applied. Based on the evidence, these strategies can be used to target and transform socially significant behaviors required for successful inclusion and optimized independence.

The Effect of Computer-Assisted Instruction on Challenging Behavior and Academic Engagement

2020 ◽  
pp. 109830072092968
Author(s):  
Lauren M. LeJeune ◽  
Christopher J. Lemons
Keyword(s):  
Challenging Behavior ◽  
Academic Engagement ◽  
Single Case ◽  
Challenging Behaviors ◽  
Performance Assessments ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Alternating Treatments Design ◽  
Computer Based ◽  
Assisted Instruction

Students with intellectual and developmental disabilities (IDD) require intensive supports, including those that target behavior, to make progress on literacy goals. In this study, we investigated whether computer-assisted instruction (CAI) may be one effective method to decrease challenging behavior and increase academic engagement. Participants were three students with IDD (7 to 9 years old) who engaged in challenging behaviors during instruction. We used a single-case alternating treatments design to compare levels of challenging behavior and academic engagement during paper-based and CAI (i.e., tablet computer-based) literacy instruction. Results indicated that CAI was associated with decreased challenging behavior and increased academic engagement for two of three participants. In addition, the CAI condition corresponded with higher scores on academic performance assessments for one participant. Although teacher and student measures of social validity were positive, there was limited evidence that results maintained. These findings are described in relation to their limitations, future directions for research, and impact on practitioners.

scholarly journals Toward data-based clinical decision making for adults with challenging behavior using the Behavior Problems Inventory-Short Form (BPI-S)

2018 ◽  
Vol 23 (2) ◽  
pp. 103-110 ◽  
Author(s):  
Darren L. Bowring ◽  
Vasiliki Totsika ◽  
Richard P. Hastings ◽  
Sandy Toogood
Keyword(s):  
Behavior Problems ◽  
Behavior Change ◽  
Challenging Behavior ◽  
Clinical Decision Making ◽  
Short Form ◽  
Challenging Behaviors ◽  
Clinical Decision ◽  
Service Evaluation ◽  
Content Type ◽  
Clinically Significant

Purpose The Behavior Problems Inventory-Short Form (BPI-S) is a shorter version of the Behavior Problems Inventory-01. In this paper, BPI-S population norms are reported from a total administrative population of adults with intellectual disability (ID). To facilitate the use of the BPI-S in clinical services to assess behavior change, the purpose of this paper is to describe how to use BPI-S clinically significant and reliable change (RC) scores. Design/methodology/approach Data were gathered on 265 adults with ID known to services. Proxy informants completed the BPI-S on challenging behaviors over the previous six months. Clinically significant cut-off values and RC scores were calculated using the Jacobson and Truax’s (1991) method. Findings BPI-S clinical reference data are presented to provide benchmarks for individual and group comparisons regarding challenging behavior. Examples demonstrate how to use clinical norms to determine change. Practical implications Behavior change is a major goal of researchers and practitioners. Data from the present study can make the BPI-S a valuable tool for determining change in challenging behavior following service input or intervention. Originality/value Whilst well used in research, the BPI-S may be less extensively used in practice. This present study provides data to enable researchers and practitioners to use the BPI-S more widely in assessing clinical outcomes, such as intervention research and service evaluation.

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