- Watch the Unit 1 Lecture. (Video Transcripts)
As you have learned in Unit 1, identifying the function a target behavior serves for the individual is very important to designing an effective, function-based behavior intervention plan (BIP). We identify the function through the collection of data on the antecedents and consequences of the target behavior, typically using the antecedent-behavior-consequence (A-B-C) data form. After at least three observation sessions, patterns emerge in the data that allow the behavior analyst to hypothesize the probable function of the behavior. With that information, he/she can design an effective BIP.
- For this discussion, create a scenario in which you have a new client who is exhibiting a target behavior. Describe the Functional Behavior Assessment (FBA) approaches, i.e., Indirect Assessment and Direct Descriptive Assessment, you will use and identify the probable function of the target behavior.
- How will the identification of the function of the target behavior help you to design a function-based behavior intervention plan (BIP)?
Responses: Respond to two classmates’ primary posts by creating a function-based behavior intervention plan (BIP) for their clients.
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.
Mark W Watson, T, Steuart Watson, and Frank M Gresham: Conducting School-Based Functional Behavioral Assessments: A
Edition: 3rd (2019). Publisher: Guilford Press
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