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ERIC Number: EJ1169903
Record Type: Journal
Publication Date: 2018-Mar
Pages: 7
Abstractor: As Provided
ISSN: ISSN-1053-4512
Functional Thinking for Managing Challenging Behavior
Allday, R. Allan
Intervention in School and Clinic, v53 n4 p245-251 Mar 2018
Challenging student behavior remains one of the biggest trials for classroom teachers. Understanding why a student performs a specific behavior is important in determining how to develop an intervention that targets the function of the behavior. This column focuses on how thinking functionally about behavior can help teachers understand why students engage in challenging behaviors. Specifically, three levels of functional thinking are discussed: (a) maintaining function, (b) deficits determination, and (c) intervention selection. Functional thinking is not meant to be a replacement for formal assessments; however, thinking about behavior in this way may help teachers to determine behavior function and develop a function-based intervention to alleviate the challenging behavior.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A