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This comprehensive, practical book provides guidelines, strategies, and procedures for preventing and addressing challenging behavior in school settings. The authors take theoretical and often technical information and present it in an easily understood, applicable manner. The functional assessment and intervention model described in the book is a positive and proactive, team-based approach that has been used to prevent and remediate challenging behavior in school, community, and home settings. Readers learn how to conduct behavior assessment that helps them identify the variables that set the occasion for challenging behavior to occur, and that supports challenging behavior after it has occurred. Assessment information is then used to identify the function of challenging behavior and to develop positive interventions that address it, and that teach and support appropriate behaviors to replace challenging behavior.
0133570851 / 9780133570854 Functional Assessment: Strategies to Prevent and Remediate Challenging Behavior in School Settings, Loose-Leaf Version Plus Pearson eText -- Access Card Package
Package consists of:
013357105X / 9780133571059 Functional Assessment: Strategies to Prevent and Remediate Challenging Behavior in School Settings, Loose-Leaf Version
0133743853 / 9780133743852 Functional Assessment: Strategies to Prevent and Remediate Challenging Behavior in School Settings, Pearson eText -- Access Card
Lynette Chandler is a professor and Program Coordinator for Special Education in the Department of Special and Early Education at Northern Illinois University. Lynette has over thirty years of experience working with individuals with disabilities and challenging behaviors in school and community settings. Her areas of expertise are applied behavior analysis and early childhood special education. She has numerous publications in professional journals, books chapters, on-line webinars, and presentations in the areas of Response to Intervention, Functional Assessment and Positive Behavior Interventions, social skills, early childhood transitions, and early literacy. Lynette is a past president of the International Division for Early Childhood of the Council for Exceptional Children and she provides consultation to schools and community-based programs regarding functional assessment and positive behavior interventions, early literacy, and Response to Intervention.
Table of Contents
Part One: Introduction to Challenging Behavior and the Functional Assessment and Intervention Model
Chapter 1: The Importance of Identifying and Addressing Challenging Behavior and Identifying Why Challenging Behavior Occurs
Chapter 2: Assumptions and Goals of Functional Assessment
Part Two: Conducting a Functional Assessment
Chapter 3: Assessing the Current Environment
Chapter 4: Identifying the Function of Challenging and Appropriate Behaviors
Part Three: Selecting and Implementing Function-Based Interventions
Chapter 5: Selecting Setting Event, Antecedent, and Consequence Strategies and Appropriate Replacement Behaviors
Chapter 6: Intervention Strategies Related to the Positive Reinforcement Function
Chapter 7: Intervention Strategies Related to the Negative Reinforcement Function
Chapter 8: General Intervention Strategies Related to the Sensory Regulation/Sensory Stimulation Function
Chapter 9: Specific Intervention Strategies Related to the Increase and Decrease in Sensory Regulations/Sensory Stimulation Functions
Chapter 10: Strategies to Promote Generalization and Maintenance of Behavior and to Prevent the Development and Recurrence of Behavior
Part Four: Functional Assessment Within School Settings
Chapter 11: Guidelines for Program Implementation and Consultation