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Strengths and weaknesses of academic writing
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My strengths, with writing FBA’s, is my confidence with gathering and compiling the interviews, collecting the data, and my ability to develop a working relationship with all parties involved with the process. Secondly, it’s my goal to provide a detailed, accurate document that gives a clear description of the student’s behaviors. In regards, to my weaknesses, with writing FBA’s , it would be beneficial for me to enhance my skills with writing behavioral intervention plans that address all aspects of the social /environmental factors. In addition, to be able to accurately assess the data and determine the function and type of deficit.
“F.A.T City” was an eye-opening documentary that enlightened me about people with learning disabilities in schools. To begin, the acronym F(frustration) A(anxiety) T(Tension) was a clever name to describe the documentary. Teachers, parents and other helping profession in schools can cause F.A.T towards learning disabled (LD) students without being aware of the harm that is occurring. I really appreciate that teachers were not the only participants in the film. There were parents, a student, a LD student, a technician, different types of therapist, psychologist and other professionals in schools. The diverse participants allowed everyone to become more mindful in their role when assisting a LD student. As a paraprofessional, I learned quality
As stated in Guideline 3.05 of the BACB Guidelines for Responsible Conduct, behavior analysts should conduct a risk-benefit analysis on the procedures to be implemented to reach the objectives. For instance, we should consider the probabilities of the treatment to be successful, along with the time and distress that will take to eliminate the problem behavior (e.g. extinction burst), and all the effects that the procedure could cause to all other individuals involved (e.g. teacher, family members, and
My score on the PRCA-24 was a 100 which lands me in the high level of communication apprehension area. A further breakdown of my score is as follows: Group Discussion-26, Meetings-26, Interpersonal Conversations-24, and Public Speaking-24. Since I am a very antisocial person, I knew my score would be very high. I am so antisocial that I rarely order my own food at a fast food restaurant when I am with a group. This type of situations will only intensify as I begin public speaking, so I am in desperate need of management strategies. After reading the first few chapters of the book, I have produced the strategies below.
I read the Syllabus very carefully, as requested, and I do not have any questions. The topic I choose to do a web field trip on to search and return with one fact is “Specific Populations to assess: developmentally challenged”. I am using information from APA.org, which is where I found the one fact that was requested for this assignment. What I found was a set of guidelines for the treatment and assessment of people with disabilities that were developed by a task force of APA specialists. I am using the section “Testing and Assessment” which includes Guidelines 13, 14, 15, 16, and 17 (APA Task Force, 2017) I found the fact that I am going to share under Guideline 15 which is “Psychologists strive to determine whether accommodations are appropriate for clients to yield a valid test score” (APA Task Force, 2017, Guideline 15).
The BA will model the intervention and discuss the instructions using the handout (see appendix). The paraprofessional will also conduct a trial intervention with the BA to increase competency. The BA will meet with the paraprofessional after day 1 of both the baseline and intervention phase to discuss the procedure. The in-classroom video recorder will be used during baseline and intervention phases for daily review by BA to monitor accuracy with intervention implementation and data collection. The BA will discuss any discrepancies with the paraprofessional. The BA will also be on site during the intervention and available for telephone support should questions arise during other
The first key concepts I learned about was using research-based, scientifically validated interventions to the extent available. I learned that PBIS is designed to meet the specific needs for each individual school. Teachers and administrative staff collaborate and discuss the problem areas in their schools. Then they design a plan to help prevent these problems. This is the great thing about PBIS is it is a preventative behavioral program. It’s purpose is to teach and practice before there is a problem. The team uses data to determine where the specific problem areas are. Then preventative rules for these specific areas are designed. So instead of having a general guidelines for the whole school. There would be a set of rules for parts of the school. For example there would be separate set of rules for the classroom, hallway, bathroom, cafeteria, and buses. Then the rules are broken up even further by safety rules, responsibility rules, and respect rules. When the entire school is following the rules and expectations it helps bring consistency to the teachers and staff. There is a consistency when it comes to praise and punishment. Children will know what to expect from all teachers and staff when it comes to following
Intervention needs to be tailored to the child’s needs, and effort needs to be placed on restoring the child to normal or optimal state of mental health or behavior adjustment. Intervention needs to focus on problem-solving and cognitive skills, so that children with behavioral problems learn to adjust to, deal with, or resolve conflicting and traumatic factors. Skill development is an essential ingredient of lifestyle intervention.
Essential Resources To carry out my action plan, I will need to obtain the essential PBiS resources needed to send out the PBiS classroom survival skill lessons. I will utilize the online resource PBiS World, which provides relevant information pertaining to behavior management. I will continue to allocate time throughout my schedule to ensure I can meet with essential team members. I will use the California Education Code, 2016 edition to maintain current legal guidelines and practices.
Overall, the client responded well to all activities. When he spoke, it was in a very soft voice. The client displayed great insight into his deficits. He started to seem upset and frustrated when he could not remember where the pegs went in the peg board activity. He mumbled to himself during the activity. I assume he was using rehearsal strategies to remember where
I would like to start this paper by saying what a great piece of literature it is. When I started reading this book, I finished it in one day for the simple fact that I could not put it down. This book gave me a whole new view of life and how sacred it is. It also taught me how to not live my life in fear of dying, but embrace death while living. Of the many lessons, the one that reached out a grabbed my mind along with my heart was the lesson on emotion. In this paper, my goal is to reflect this lesson of Professor Morrie Schwartz to all who read my work. I will do this by first stating the main points given by a dying man on emotions and how we should absorb them every day and continue with my own personal experience of his words.
It is rare to find one behavioral intervention that addresses the function of a problem behavior in each situation and setting. Positive behavioral support strategies should therefore include multicomponent intervention plans. Begin by developing a hypothesis regarding the undesirable behavior. The hypothesis statement is a summary of the evidence collected in the functional assessment.
When reflecting on the past semester of English 2328, there are several lessons I feel I have learned which have contributed to the development of my intellect. Throughout this semester, I have repeatedly encountered various lessons that I feel have the potential to advance academically, personally and professionally. I attribute the lessons I have learned to the nature of the assignments and the method of teaching used in this class. To clarify, I feel that I have broadened my knowledge, learned the importance of my personal responsibilities, and learned to interpret differing opinions. Combined, I have recognized that this class has helped me grow, not only as a student, but as an individual as well.
Identifying my strengths has never came easy to me. I can quickly state my flaws, but speaking about what I can contribute has always been a challenge. Taking the strengths assessment was an eye opener because by results described me perfectly. Discovering my strengths will help me in my future practice as a student affairs professional and my current position as the Student Development Specialist of a college preparatory program for high school students.
The FIG program is valuable to freshman because bridges the gap between the high school experience and the college experience by giving students a middle ground during their first semester. During this time, freshman can get one-on-one help and group help with adjusting to college life and learning how to do everything on campus. The program can also give students an incredible opportunity to make friends in college, when it’s entirely different from high school. Overall, FIGs help freshmen in adjusting to college life in every respect possible.
One of the most important advantages of the multiple baseline designs is that it does not require the withdrawal of an effective treatment (Cooper, 2007). When working with extreme target behaviors such as self-injurious behaviors the withdrawal of an effective means of treatment can be crucial to the ethical care of the subject. An added benefit of the multiple baseline design is when working in the school setting. Teachers often have a classroom of children in which they are entrusted with to oversee. The multiple baseline design is ideal to use for multiple behaviors, in a variety of settings or subjects. The evaluation of the subjects progression while maintaining the students' needs in the classroom can be met while intervention is taking place. The intervention can be put into place by the treatment team and the teacher or parent who may or may not be formally trained in multiple baseline design can carry out the treatment with ease.