Upon completion of this module, the user will understand the purpose of the functional behavioral assessment (FBA), the appropriate time at which to conduct an FBA, and how to conduct an FBA.
Standard #1: FOUNDATIONS
Educators of students with exceptional needs understand the field of special education as an evolving and changing discipline based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues.
Performance 3
Conducts educational and other professional activities that are compliant with local/district level policies and procedures.
Performance 5
Accesses professional resources to remain current on state and federal regulations and evidence-based practices regarding special education services and procedures.
Standard #3: INDIVIDUAL LEARNING DIFFERENCES
The educator of students with exceptional needs has an in-depth understanding of the unique characteristics and specialized needs of students and the implications for academic, social, and emotional planning necessary to support continuous skill development and to maximize independence throughout life.
Performance 1
Identifies learning styles, motivation styles, strengths and challenges of each student.
Performance 2
Utilizes knowledge of individual students to design and implement purposeful, meaningful activities.
Performance 4
Utilizes understanding of the impact of various disabilities on student academic, behavioral and/or social development in planning instruction.
Performance 7
Develops significant opportunities to model, rehearse and develop social skills necessary to participate in the community.
Standard #4: INSTRUCTIONAL STRATEGIES
The educator of students with exceptional needs possesses a repertoire of evidence-based instructional strategies and knowledge of technology and selects, adapts, and uses these strategies and technologies to promote positive learning results.
Performance 3
Teaches students social skills necessary to participate in instructional opportunities.
Performance 4
Effectively implements individualized educational programs, including behavioral intervention plans and transition plans.
Standard #5: LEARNING ENVIRONMENTS AND SOCIAL INTERACTIONS
The educator of students with exceptional needs is cognizant of the importance of active learning environments and collaboratively designs settings that foster an enriching, nurturing, and safe climate where diversity and risk taking are valued.
Performance 2
Identifies realistic expectations for personal and social behavior in various settings.
Performance 5
Modifies the learning environment to manage behaviors.
Performance 9
Uses effective, varied, and least intensive behavior management strategies consistent with the needs of students.
Standard #7: INSTRUCTIONAL PLANNING
The educator of students with exceptional needs understands that individualized planning is at the center of special education practice.
Performance 11
Uses functional behavioral assessments to develop behavioral intervention plans.
Knowledge 2
Understands the legal requirements, policies, and procedures for completing appropriate Individualized Educational Plans.
Standard #8 ASSESSMENT
The educator of students with exceptional needs is competent in selecting, administering, and interpreting a variety of formal and informal assessment tools and utilizes this information to design, implement, and evaluate instruction and to guide students in self-assessment.
