Analytic pressure-volume diagrams are utilized to illustrate the effects of gasoline engine design on performance and combustion requirements. Topics discussed include design, construction, inspection techniques and servicing of the internal combustion engine and its components.
Trish hits other students during recess when she does not get her way. Carlos makes irrelevant and inappropriate comments during class discussion.
Jan leaves her assigned area without permission. Jan completes only small portions of her independent work. Jan blurts out answers without raising her hand. It may be necessary to carefully and objectively observe the student's behavior in different settings and during different types of activities, and to conduct interviews with other school staff and caregivers, in order to pinpoint the specific characteristics of the behavior.
Once the problem behavior has been defined concretely, the team can begin to devise a plan for conducting a functional behavioral assessment to determine functions of the behavior. The following discussion can be used to guide teams in choosing the most effective techniques to determine the likely causes of behavior.
Top of page Alternative assessment strategies The use of a variety of assessment techniques will lead teams to better understand student behavior. Each technique can, in effect, bring the team closer Aed 201 assignment characteristics developing a workable intervention plan.
A well developed and executed functional behavioral assessment will identify the contextual factors that contribute to behavior. Determining the specific contextual factors for a behavior is accomplished by collecting information on the various conditions under which a student is most and least likely to be a successful learner.
That information, collected both indirectly and directly, allows school personnel to predict the circumstances under which the problem behavior is likely and not likely to occur. Multiple sources and methods are used for this kind of assessment, as a single source of information generally does not produce sufficiently accurate information, especially if the problem behavior serves several functions that vary according to circumstance e.
It is important to understand, though, that contextual factors are more than the sum of observable behaviors, and include certain affective and cognitive behaviors, as well.
In other words, the trigger, or antecedent for the behavior, may not be something that anyone else can directly observe, and, therefore, must be identified using indirect measures. For instance, if the student acts out when given a worksheet, it may not be the worksheet that caused the acting-out, but the fact that the student does not know what is required and thus anticipates failure or ridicule.
Information of this type may be gleaned through a discussion with the student. Since problem behavior stems from a variety of causes, it is best to examine the behavior from as many different angles as possible.
Teams, for instance, should consider what the "pay-off" for engaging in either inappropriate or appropriate behavior is, or what the student "escapes," "avoids," or "gets" by engaging in the behavior.
This process will enable the teams to identify workable techniques for developing and conducting functional behavioral assessments and developing behavior interventions. When carrying out these duties, teams might consider the following questions. Is the problem behavior linked to a skill deficit?
Is there evidence to suggest that the student does not know how to perform the skill and, therefore cannot?+ I will only accept facebook friend requests from people I know in person. + I will only accept linkedin requests from people I have worked with or had at least a few email exchanges with (remind me on the request if this is the case).
Accounting ACC* Basic Accounting 3 credits. An introduction to basic accounting concepts and principles, with an emphasis on their practical application to . Assignment - Characteristics of At-Risk Students AED Assignment - Characteristics of At-Risk Students At-risk students are in jeopardy of failing to finish their education with the skills essential to survive in the real world (Kauchak & Eggen, ).
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Ford Speak: Acronyms, Definitions, and Terms. This booklet contains the Acronyms and Terms available on-line as part of the Information . I like Amtrak trains, I really do. On a short trip I almost always prefer the train to flying.
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