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A Functional Analysis of Behavior (FAB) Model for School Settings
Approved for both BACB and Psychology CEUs. This self-instructional learning package contains a diagnostic model for a unique 7 category diagnostic system incorporating a functional analysis of behavior for school settings with prescriptive positive behavioral interventions. Useful in school settings, individual clients,and for training staff. It addresses a critical need in dealing with Federal IDA requirements to conduct functional assessments and develop positive behavioral interventions. Earn 6 Type II BACB and/or 6 Psychology CEUs upon completing this activity. MATERIALS: 3 audio CDs, 3 online practice quizes and the final test.
The 1997 Federal re-authorization of IDEA (Individual's with Disabilities Education Act) requires school districts to conduct functional assessments and develop positive behavioral intervention plans for children with disabilities who exhibit challenging problem behaviors in school settings. Dr. Cipani has distilled the critical elements and knowledge base to conduct such assessments and plans. A Functional Analysis of Behavior (FAB) Model for School Settings: CD training package can help school staff acquire competence in the area of functional analysis assessments and positive behavioral intervention plans. This breakthrough product makes staff training in this critical area a reality- without breaking the school district budget. It is a unique, one of a kind, self-instructional learning package. A Functional Analysis of Behavior (FAB) Model for School Settings: CD training package contains 3 CD workshop presentations by Dr. Cipani, with a supplementary workbook on CD that makes following the presentations "a snap." Questions at the end of each section allow you and/or your staff to check understanding of the material. Your district has Dr. Cipani's permission to xerox as many copies as needed of the workbook for staff in-service training (making your staff training costs in this area basically fractions of usual costs). Further you will find that this material will be just as interesting to general and special education personnel alike. There is also an electronic copy of the book, A Functional Analysis of Behavior (FAB) Model for School Settings (Cipani, 1999) provided in this set of materials for an additional resource in this area.
School districts who cannot afford to send personnel to workshops, either due to the fiscal cost of sending multiple people, time constraints or trying to find substitute teachers can avail themselves of training in this area. If you have felt that you need more training in this area, but have been unable to procure it either due to logistics and/or cost, you must consider purchasing this product. This product puts everyone at your school site at the workshop!
The content follows the model Dr. Cipani explicated in his book. Workshop 1 covers an introduction to functional analysis and presents information on how to determine if a FAB is needed or simply a re-arrangement of classroom management strategies. Workshop 2 presents the seven category diagnostic system and behavioral assessment methods one can utilize to uncover the function of a problem behavior and determine its diagnostic category. The seven category system is presented below. Access adult attention
The last workshop matches treatment to diagnosis, making this system unparalleled in other works. You will learn how to determine the behavioral function of a problem behavior and then determine which positive behavioral intervention best suits that diagnosis. This system ties the two together like no other set of material! For example, you will learn how to implement the behavioral countdown interval program for a problem behavior maintained by access to desirable activities, or gradual abstinence training program for behaviors maintained by sensory reinforcers. All teachers need this information! Again you can only get this information by purchasing A Functional Analysis of Behavior (FAB) Model for School Settings: Workshop Series. If you have any questions about the material and how it may fit your training needs, or wish additional writings and material in this area, please do not hesitate to call Dr. Cipani personally (Pacific time, 559/ 738-1313, phone and fax, please leave best time when he can reach you). WHY THIS PACKAGE?
- Access peer attention
- Access tangible reinforcer
- Produce sensory reinforcer
- Escape/avoid instruction- task duration
- Escape/avoid instruction- task difficulty
- Escape/avoid unpleasant social situations
- The cost of the material is less than the cost to send one person to a full day workshop, without needing to find a substitute teacher.
- Allows you to train many people to a level of competence, using a standard model.
- You can use it at your school site during in-service training for all educational faculty.
- Each audio taped workshop includes questions and answers to engage the audience. Further, it fits nicely into many schools in-service after school plans, which usually are no longer than one hour.
- The material is portable and user friendly.
- The accompanying book includes a report writing format making the task of writing out plans easier.
- Unlike attending a workshop, this material is available for your convenience and at a time that fits your schedule.
Here's how it works:
Purchase this CE Course (see below).
This product includes 3 audio CDs which requires shipping. Upon receipt, please listen to each CD and take the practice quiz online. Complete the online test and achieve 80% correct with no more than 3 attempts.
To get a certificate for Psychology credits earned, please email a copy of your course completion report to email@example.com. This certificate will be issued and emailed to you by Orlando Behavior Health Services, LLC.
To get a certificate for your BACB Type II CEUs Go to the "Finishing Up" module, complete a brief survey, and print your certificate for BACB units.
If you are managing your CEUs on the BACB web site, you will need our ACE Provider #: OP-02-0017.
- Our training platform is compatible on PCs, Macs, iPads, and most mobile devices.
- Windows VISTA or XP compatible browsers: Google Chrome, or Mozilla Firefox.
Do NOT use Internet Explorer or the AOL-browser
Note: Microsoft is ending support on these Operating Systems
- Windows 7 or higher compatible browsers: Internet Explorer, Google Chrome or Mozilla Firefox.
Do NOT use the AOL-browser
- Macs, use Safari or Chrome.
Do NOT use Firefox or the AOL-browser
- Android & i-Devices: LIMITED technical support available.
If one browser results in a problem, try another browser.
ABOUT THE AUTHOR Ennio Cipani is a full professor at the California School of Professional Psychology. Prior to his current position, he served a faculty role in the Department of Special Education at the University of the Pacific. He graduated from Florida State University with a Ph.D. in 1979 in educational Psychology. He has written many articles, chapters, and books on behavior management. He developed a behavioral diagnostic system for assessing, diagnosing, and treating severe behavior problems, The Cipani Behavioral Assessment and Diagnostic (C-BAD) System. He currently is a licensed psychologist in California, working with families who require behavioral consultation to manage their children.
You could visit Dr. Cipani's web site at: http://www.geocities.com/voivod00
Objective 1: Learner will be able to identify whether anintervention is functionally related to a problem or is an arbitrary selection(Grab bag approach).
Objective 2: Learner will be able to identify the three problemareas delineated in an eco-systemic classroom assessment that can be addressedwith three differential reinforcement behavioral plans.
Objective 3: Learner will be able to identify correct proceduresfor each of the following classroom behavioral interventions; Beeper System,Beat the Clock & the Individual Disruptive Incident Barometer.
Objective 1: Learner will be able to identify which of theseven behavioral diagnostic categories serve positive reinforcement functionsand which serve negative reinforcement functions.
Objective 2: Given a description of the problem behavior’sfunction, the learner will be able to select the diagnostic category that bestrepresents the function portrayed.
Objective 3: Given a description of an assessment method,the learner will be able to identify which of the four assessment methods isbeing used.
Objective 4: Given a set of factors or characteristics thatrepresent a given diagnostic category, the learner will be able to select thecorrect diagnostic category.
Objective 1: Learner will be able to identify whichintervention matches each behavioral diagnostic category.
Objective 2: Learner will be able to identify correctprocedures for each of the following classroom behavioral interventions: BeeperSystem, Good Behavior Game, Problem Behavior Countdown Interval program,Gradual Abstinence Training, Mini-tasks, and Interspersed Easy Tasks.
The Behavior Analyst Certification Board®, Inc. does not sponsor, approve, or endorse Behavior Development Solutions, the material, information, or products described herein.
(Note that the above disclaimer does not mean that the BACB disapproves this product. They simply don't endorse any CE products or events and they want you to know this. However, they do approve providers and BDS is an Approved CE Provider. Therefore, you can rest assured that your CEs will be accepted by the BACB.)
Orlando Behavior Health Services, LLC maintains responsibility for this program and its content.