Progression of Assessment in School Settings becomes clinically important the moment a team has to turn good intentions into reliable action inside school teams and classroom routines. In Progression of Assessment in School Settings, for this course, the practical stakes show up in feasible school-based support, stronger collaboration, and better student participation, not in abstract discussion alone.
Provider: BehaviorLive — via Women in Behavior Analysis
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Join Free →Conducting a functional behavior assessment (FBA) in school settings typically consists of observation, informant interviews, records review, and data collection. If a clear hypothesis emerges, the team then develops a function-based treatment plan. If behavioral function remains unclear, a standard functional analysis (FA) may be initiated. Despite this assessment process, sometimes the resulting treatment plan does not lead to a reduction of the target behavior. We are then faced with the question of what to do when the results of an FBA / FA are not clearly differentiated and/or do not clearly guide us towards an effective treatment plan. This presentation will examine the process of modifying student specific assessments based on information gathered during the FBA. Conducting tailored assessments results in individualized treatment plans that ultimately lead to the reduction of target behavior that was previously treatment resistant.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
| COA | 1 | — |
Dr. Phillips has worked with children and adults with autism spectrum disorder (ASD) for over 20 years in a variety of settings including residential, in-home, school placements, and an in-patient hospital unit. She received her master’s degree in Applied Behavior Analysis from Florida State University, and her Ph.D. under the mentorship of Dr. Timothy Vollmer at the University of Florida. Dr. Phillips completed a post-doctoral fellowship at the Kennedy Krieger Institute’s Neurobehavioral Inpatient Unit, then stayed on as a Senior Behavior Analyst. She currently is the Executive Director of a non-public school for children was ASD. As a practicing Board Certified Behavior Analyst at the doctoral level (BCBA-D), Dr. Phillips is interested in both practice and research. Dr. Phillips has published papers related to both skill acquisition (particularly in the areas of stimulus control and generalization) and problem behavior reduction (including consecutive case series analysis). She also has a particular interest in studying the impact of restricted and repetitive interests on individuals with ASD.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
280 research articles with practitioner takeaways
279 research articles with practitioner takeaways
258 research articles with practitioner takeaways
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.