Individualized Supports for Students with Problem Behaviors: Designing Positive Behavior Plans

By Linda M. Bambara; Lee Kern | Go to book overview

Index
ABC analysis. See Antecedent–behavior– consequence analysis
Academic performance
functional assessment, 132, 134–135
problem behavior inverse relationship, 382
schoolwide positive behavior support effect, 381–383
Accountability for problem behavior, 297– 298
Accountability in teams
problem-solving approach, 99
sharing of, 77
Acting-out behaviors
communicative function, 29
examples of, 295–297
response interventions timing, 293–297
Action plan, 93–94
development in teams, 93
key elements, 93–94
Adaptive skills. See General adaptive skills
instruction
Advocacy, in self-determination movement, 8
Age appropriateness, response interventions, 282
Aggression
aversive procedures side effect, 279, 282
communicative function, 32
communicative skill deficits link, 32
Alternative skills instruction, 60–62, 237– 274. See also Replacement skills
in behavior support plan, 58–62, 271, 273
case examples, 270–274
conceptual framework, 238–239
in coping and tolerance, 255–261
general adaptive skills, 261–268
in home and community settings, 347
limitations, 240
long-term effectiveness, 61
meaningful outcomes, 319
outcome patterns, 320
purpose of, 60–62, 240
replacement skills, 238–255
Analogue functional analysis, 190–193
advantages and limitations, 191–193
in hypothesis testing, 190–193
procedure, 190–191
Anecdotal notes
example of, 146
in information gathering, 145–146
Anger control training
case example, 266–267
description of, 260
Antecedent–behavior–consequence (ABC) analysis
and antecedent identification, 170–174
case examples, 161–162, 170–174
information collection format, 145–147
observation form example, 147

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