Problem
Cultural Perspectives:
Missing Pieces in the Functional Assessment Process by SPENCER J. SALEND AND LORRAINE S. TAYLOR
Reading Questions:
A. Matthew's behavior is described as "class clown." This is not a behavioral definition. Define a definition of Matthew's behavior that is observable and measurable.
B. When defining a behavior, to what should the team be sensitive?
C. What are the three parts of the process of FBA according to these authors?
D. What is the primary factor in creating a culturally sensitive FBA?
E. In addition to relevant information gathered (e.g., skills, strengths, needs, interests, hobbies, preferences, self-concept, attitudes, and health) what other information can be of assistance in determining if the student's behavior is related to academic, affective, or cognitive factors?
F. any of the "Variables to Consider When Analyzing Student Behavior "surprise you? Why?
G. How does the Behavior Intervention plan (Figure 2) for Matthew correspond to the Functional Behavior Assessment (Figure 1) and specific cultural consideration?