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Seminar Schedule:
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session 4: February 6, 2006
topics:
- review student
behavioral objectives
- review student
competing pathway model diagrams
- student data shares
- critical features
of a quality Behavior Support Plan
- brainstorm antecedent
and consequent strategies to affect problem behavior and increase replacement
skill
click here
for the session's lecture notes
readings:
- Van Houten, R.,
Axelrod, S., Bailey, J.S., Favell, J.E., Foxx, R.M., Iwata, B.A., Lovaas,
O.I. (1988). The
right to effective behavioral treatment. Journal of Applied Behavior
Analysis, 21(4), 381-384.
- Association for
Behavior Analysis (1990). Position
statement on students' right to effective education. Available online.
- Chapter 4 from
O'Neil
- CECP web site:
Part III:
Creating Positive Behavioral Intervention Plans and Supports
assignments (due
Session 5):
- from the ideas
you developed during our brainstorming session, select a set of strategies
you would like to implement. Once you have identified a set of strategies
you would like to implement, search the existing research literature
and find at least two pieces of evidence that support the use of the
strategies you selected. If you cannot find evidence as to the effectiveness
of the strategies you selected, then select new strategies. You must
turn in copies of at least two pieces of evidence that support the practice
you wish to employ. When you turn in the evidence, include a cover sheet
that summarizes what the evidence you found says about the effectiveness
of the strategy. Include one cover sheet for each strategy and the two
pieces of evidence in what you turn in to Michael.
- (click here for this assignment's grading rubric)
- continue collecting
(and graphing!) baseline data for both the behavior you wish to decrease
and the replacement skill
- prepare an overhead
transparency of the data for both graphs (two transparencies total)
for presentation next week
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