Steps for Implementation: Functional Behavior Assessment
currently doing, and evaluate the outcomes of the intervention plan. 1. Prior to designing and implementing an intervention, teachers/practitioners use indirect assessment methods that include: a. reviewing previous and current records. The purpose of record review is to gain
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A GUIDE FOR SECONDARY SCHOOL TEACHERS - …
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at-a-glance
csesa.fpg.unc.edu• Teach the teen how to block “friends” on social networking sites like Facebook so they know how to get rid of a bully • Encourage the teen to seek out a responsible adult to help them handle the situation Teens with ASD can also engage in cyberbullying without understanding the consequences of their actions.
A GUIDE FOR SECONDARY SCHOOL TEACHERS
csesa.fpg.unc.eduThis guide reviews common characteristics associated with autism and provides teachers with practical tips and strategies for supporting their students with autism in the classroom setting. It is also designed to supplement the Understanding Autism: A Guide for Secondary School Teachers DVD, a training resource developed by
Steps for Implementation: Extinction - University of North ...
csesa.fpg.unc.eduStep 2. Identifying Data Collection Measures and Collecting Baseline Data 1. Teachers/practitioners identify data collection measures to be used to assess the interfering behavior before implementing the intervention. When collecting data for extinction, it is important to focus on the frequency, duration and intensity of the behavior.
Steps for Implementation: Positive Reinforcement
csesa.fpg.unc.eduDuration data are used to record how long a learner engages in a particular behavior. For example, a teacher might collect data on how long a learner with ASD stays in his seat or how long a young child stays engaged in parallel play. Table 3 provides an example duration data collection sheet. Blank data sheets are available in a separate document.
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