Using functional analysis techniques to develop educational support plans for students with high support needs

O’Reilly, Mark F.; Peck, Stephanie M.; Webster, Jessica Wagner; Baird, Sally Jo; Plowman, Kristen; Lancioni, Giulio E.; Tieman, Roisin; Gardiner, Marianne; Cummins, Orla

doi:10.1080/1030011990230102

Cited by 3 publications

(2 citation statements)

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“…Various social skills interventions have been shown to improve social interactions between students with disabilities and peers during play periods at school (e.g., Kamps et al, 1992;Pierce & Schreibman, 1997). Systematic assessment techniques have been used to identify the reasons for challenging behaviour and to develop support plans to reduce such behaviours with these students in regular classrooms (e.g., Dunlap, Kern-Dunlap, Clarke, & Robbins, 1991;O'Reilly et al, 1999).…”

Section: Introductionmentioning

confidence: 99%

Using a Problem-Solving Approach to Teach Classroom Skills to a Student with Moderate Intellectual Disabilities within Regular Classroom Settings

O’Reilly¹,

Lancioni²,

Gardiner³

et al. 2002

International Journal of Disability, Development and Education

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We examined the use of a problem-solving intervention to teach classroom skills to a student with moderate intellectual disabilities. She was receiving her education in regular classrooms at her local primary school. The student was taught the targeted skills in a resource room removed from the regular classroom. She successfully generalised the skills to regular classrooms. The problem-solving intervention was evaluated using a multiple baseline design across classrooms. Regular classroom teachers indicated that the student's behaviour signi cantly improved during the intervention.

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Section: Introductionmentioning

confidence: 99%

Using a Problem-Solving Approach to Teach Classroom Skills to a Student with Moderate Intellectual Disabilities within Regular Classroom Settings

O’Reilly¹,

Lancioni²,

Gardiner³

et al. 2002

International Journal of Disability, Development and Education

Self Cite

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show abstract

“…Researchers (March & Horner, 2002;O'Reilly et al, 1999;Sugai et al, 1999) argue that the most comprehensive and efficient means of working with difficult behaviour is to conduct a functional analysis of that behaviour. The Functional Analysis framework consists of a series of observational, data recording, and interpretation procedures used to understand the reasons for student behavioural difficulties.…”

Section: Introducing Valued Outcomes To the Assessment Of Difficult Smentioning

confidence: 99%

Beyond nomothetic classification of behavioural difficulties: Using Valued Outcomes Analysis to deal with the behaviour problems that occur in the classroom

Bitsika¹

2005

British Journal of Guidance & Counselling

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The number of students who are labeled as having some form of behavioural disorder which requires specialized assistance in the regular school setting is growing. Current approaches to working with these students are often based on the standardized application of treatments designed to modify general symptoms rather than specific behaviours. It is noted that this approach to behaviourchange is limited because it does not seek to understand the reasons why particular behaviours are being used by students in particular settings. This paper will present an idiographic framework as an alternative approach to creating meaningful and long-term changes in the behavioural difficulties which occur in the school setting. This approach is based on developing a clear understanding of the purpose and usefulness of difficult student behaviour by investigating how that behaviour assists the student in gaining access to valued outcomes. Of particular significance to this assessment and intervention framework is the inclusion of the student's perceptions about the difficult behaviour and its impact on self, the environment and others. It is argued that effective changes in behaviour can only occur when the student's specific difficulties are understood and the student is taught specific skills to overcome these in the school setting.

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Reported Strategies for Responding to the Aggressive and Extremely Disruptive Behaviour of Students Who Have Special Needs

Murik

Shaddock

Spinks

et al. 2005

Australas. j. spec. educ.

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This research examines the strategies reported by teachers who have managed aggressive and extremely disruptive behaviour of students who have special needs. A sample of 52 teachers from mainstream and special settings listed the strategies that they have used to respond to this behaviour, the reasons for their choice and their estimate of the effectiveness of the strategies. The results indicate that teachers of students with special needs encounter a significant amount of challenging behaviour directed towards themselves and others. The study found that although teachers’ years of experience and level of training were unrelated to their choice of strategies and their perceived success, the majority of teachers relied heavily on their own and their colleagues’ experiences rather than on evidence‐based/empirical research. The study also found a low reported incidence of negative or coercive interventions and that approximately half of the teachers adopted strategies that involved some form of functional assessment of aggressive and/or extremely disruptive behaviours. The implications for further research, policy development, in‐service training and professional development were explored.

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Using functional analysis techniques to develop educational support plans for students with high support needs

Cited by 3 publications

References 0 publications

Using a Problem-Solving Approach to Teach Classroom Skills to a Student with Moderate Intellectual Disabilities within Regular Classroom Settings

Using a Problem-Solving Approach to Teach Classroom Skills to a Student with Moderate Intellectual Disabilities within Regular Classroom Settings

Beyond nomothetic classification of behavioural difficulties: Using Valued Outcomes Analysis to deal with the behaviour problems that occur in the classroom

Reported Strategies for Responding to the Aggressive and Extremely Disruptive Behaviour of Students Who Have Special Needs

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