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Showing posts from March 26, 2017

Addressing Behaviors at School

By: Mary Magee Quinn, Robert A. Gable, Robert B. Rutherford, and C. Michael Nelson In this article: Introduction IDEA rights and requirements IEP team roles and responsibilities Why a functional assessment of behavior is necessary Conducting a functional behavioral assessment Identifying the problem behavior Alternative assessment strategies Techniques for conducting the functional behavioral assessment Indirect assessment Direct assessment Data analysis Hypothesis statement Individuals assessing behavior Behavior intervention plans Addressing skill deficits Addressing performance deficits Addressing both skill and performance deficits Modifying the learning environment Providing supports Evaluating the behavior intervention plan Summary Resources Appendix A Appendix B Acknowledgments An IEP team's introduction to functional behavioral assessment and behavior intervention plans The object of the IDEA is not to arbitrarily mandate change, but to p

Understanding the Disobedient Child

What can be done about a chronically disobedient child? From time to time most children defy the wishes of their parents. This is a part of growing up and testing adult guidelines and expectations. It is one way for children to learn about and discover their own selves, express their individuality, and achieve a sense of autonomy. As they stretch their independent wings and engage in minor conflicts with their parents, they discover the boundaries of their parents' rules and of their own self-control. Sometimes, however, these conflicts are more than occasional disturbances and become a pattern for how parents and children interact. Disobedience can have a variety of causes. At times, it is due to unreasonable parental expectations. Or it might be related to the child's temperament, or to school problems, family stress, or conflicts between his parents. What parents can do When you have a chronically disobedient child, examine the possible sources of his inner turmoil