Functional Thinking for Managing Challenging Behavior

Autor/in	Allday, R. Allan
Titel	Functional Thinking for Managing Challenging Behavior
Quelle	In: Intervention in School and Clinic, 53 (2018) 4, S.245-251 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451217712972
Schlagwörter	Student Behavior; Behavior Problems; Functional Behavioral Assessment; Intervention; Behavior Change; Positive Behavior Supports; Classroom Techniques + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Klassenführung
Abstract	Challenging student behavior remains one of the biggest trials for classroom teachers. Understanding why a student performs a specific behavior is important in determining how to develop an intervention that targets the function of the behavior. This column focuses on how thinking functionally about behavior can help teachers understand why students engage in challenging behaviors. Specifically, three levels of functional thinking are discussed: (a) maintaining function, (b) deficits determination, and (c) intervention selection. Functional thinking is not meant to be a replacement for formal assessments; however, thinking about behavior in this way may help teachers to determine behavior function and develop a function-based intervention to alleviate the challenging behavior. (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