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| Tools for Developing Interventions on Problem Behavior |
| Sunday, May 29, 2005 |
| 10:30 AM–11:50 AM |
| Williford C (3rd floor) |
| Area: EDC |
| Chair: Michelle Larocque (Florida Atlantic University) |
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| Effective Practices in Behavior Intervention Plan Development and Implementation |
| Domain: Applied Research |
| KIM KILLU (University of Michigan, Dearborn) |
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| Abstract: With the 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA), schools are now formally required to complete a Behavior Intervention Plan (BIP) for students with disabilities having significant behavior problems or for those whose behavior impedes their learning. The completion and implementation of BIPs can pose challenges for school personnel for a variety of reasons such as lack of support, insufficient training, or ineffective practices, thus resulting in a delay or the unavailability of appropriate services for students in need. This presentation will review standard and effective practices for BIP development and implementation and also discuss strategies and requirements for practitioners to consider when developing and implementing effective BIPs. |
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| The Functional Tool: Examining Educators' Use of Abbreviated Functional Behavioral Assessment Procedures |
| Domain: Service Delivery |
| MICHELLE LAROCQUE (Florida Atlantic University), Charles Dukes (Florida Atlantic University) |
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| Abstract: Schools have a legal obligation to conduct functional behavioral assessments (FBA). Under the 1997 reauthorization of IDEA, educators have a responsability to use FBA in the event that students with disabilities exhibit problem behavior resulting in suspenion from school. The FBA process has largely been confined to use for students with disabilties only. This limited use constrains the potential application of the FBA process to general education settings, where many students with disabilties spend some protion of the school day. The issues faced by educators in the general education setting are many and a great number of barriers exsist, making it difficult to use the FBA process completly as it exsists. In this session, the presenters will discuss an on-going study investigating the use of a "functional tool," specifically developed to examine how educators initally apporach problem behavior exhibted by students with and without disabilites. This study compares the use of a structed prompt containing questions designed to lead educators to determine the function of problem behavior before intervention, while another version of the tool is not based on a structred prompt. The researchers will describe the functional tool, procedures for distributing the tool, particpants asked to complete the tool, and finally a summary of data analysis. |
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