• Watch the Unit 5 Lecture. (Video Transcripts)
• Read the following scenario.

Ben is a 12-year-old, fourth grade student at a local elementary school. He has been diagnosed with a learning disability and has an Individualized Education Plan (IEP). Ben engages in several behaviors that are viewed as major problem behaviors by his teacher. These behaviors include refusing to follow directions, failing to complete work, not paying attention when the teacher is talking, and making disruptive comments during instructional time. The school protocol is to address these behaviors with office discipline referrals but these do not appear to have an impact on his behaviors.

Choose one specific indirect assessment tool reviewed in Chapter 7 of your assigned reading and describe how that particular tool can be useful in teasing out potentially controlling variables and reinforcing stimuli associated with the target behavior in your hypothetical scenario.

Peer Responses: Respond to two classmates’ primary posts by identifying an additional indirect assessment tool that would apply to the scenario to compliment what your peer has chosen.

Reading and Resources

Read Chapter 7 in Conducting School-Based Functional Behavioral Assessments: A Practitioner’s Guide: “Indirect Functional Behavior Assessment”

This chapter is a comprehensive overview of indirect Functional Behavior Assessment methods.

TEXTBOOKS

Steege, M. W., Pratt, J. L., Wickerd, G., Guare, R., Watson, T. S., 2016, Conducting School-Based Functional Behavioral Assessments, Third Edition.