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Fix these 2 Things First: Function-Based Assessment and Intervention for Problem Behavior During Instruction
NASP Practice Model Domain 3 and 4
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Why do some students respond to instructional conditions with significant oppositional and disruptive behavior? Addressing this phenomenon will become more critical as students return to in-person learning in the next academic year. This webinar will focus on the diagnosis of the following two factors (using the Cipani Behavioral Classification System) that often prevail with such students during instructional conditions: the instructional material is too hard (i.e., instructional mis-match) or it is way too lengthy for them. Two direct classroom measures will be presented and depicted. The “fix” for each type of problem will be identified.
Learner Objectives: This session helps participants:
- delineate the two escape functions involved in maintaining problem behavior during instructional conditions.
- delineate two methods for determining if instruction material difficulty is the pervading function of problem behavior during instructional conditions.
- identify methods for determining if instructional session length (i.e., wacky contingency) is the pervading function of problem behavior during instructional conditions.
1 Documented CPD Credits/Hours NASP is approved by the American Psychological Association to sponsor continuing education for psychologists. NASP maintains responsibility for this program and its content.
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