Understanding Setting Events: What They Are and How to Identify Them

Autor/inn/en	Iovannone, Rose; Anderson, Cynthia; Scott, Terrance
Titel	Understanding Setting Events: What They Are and How to Identify Them
Quelle	In: Beyond Behavior, 26 (2017) 3, S.105-112 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1074-2956
DOI	10.1177/1074295617729795
Schlagwörter	Functional Behavioral Assessment; Student Behavior; Behavior Problems; Behavior Modification; Intervention; Identification; Planning; Behavior Patterns + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Identifikation; Identifizierung; Ablaufplanung; Planungsprozess
Abstract	A functional behavior assessment is a process for identifying events in the environment that reliably precede (i.e., antecedents) and follow (i.e., consequences) problem behavior. This information is used to develop an intervention plan. There are two types of antecedents--triggers and setting events. Triggers are antecedent events that happen just before the behavior and seem to push it to happen while setting events can occur at a time removed before the behavior (hours or even days) and set the whole chain in motion. Setting events are not always affecting problem behavior, and they can be difficult to understand and to identify. However, when they are playing a role, it is important that they be included in the functional behavior assessment because support plans will need to incorporate them to be effective. In this article, we describe setting events, discussing how they work and why. We then explain how setting events might be identified, and how they can be incorporated into intervention planning. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01