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Conducting School-Based Functional Behavioral Assessments: A Practitioner's Guide

This course was updated 5 days ago. If you're about to take the exam, you may benefit from reviewing the exam questions listed below before starting on the actual exam.

About the Course:

This comprehensive guide to conducting school-based functional behavioral assessments provides an overview of the history and current status of FBA procedures, a review of relevant ethical and professional standards, and a comprehensive discussion of the foundations of applied behavior analysis, as well as a thorough discussion of the influence of executive skills, medical conditions, emotions, and thoughts on behavior. The types and details of FBA procedures are thoroughly defined and discussed. Additionally, the core procedures of FBA are defined and expanded upon by including strategies for identifying effective reinforcers and designing and evaluating the effectiveness of function-based interventions (i.e., conducting treatment analyses as part of the assessment process).

This course is based on the book, Conducting School-Based Functional Behavioral Assessments: A Practitioner’s Guide created by Mark W. Steege, PhD, NCSP, BCBA-D, et al. in 2019.

Publication Date:

Third Edition (The Guilford Press) 2019

Course Material Authors

Course Material Authors authored the material only, and were not involved in creating this CE course. They are identified here for your own evaluation of the relevancy of the material this course is based on.

Mark W. Steege, PhD, NCSP, BCBA-D
Mark W. Steege, PhD, NCSP, BCBA-D, is Professor of Educational and School Psychology at the University of Southern Maine. He has written numerous research articles, book chapters, and books on functional behavioral assessment and response to intervention. Dr. Steege’s primary research interests are the application of applied behavior analysis in the assessment and treatment of interfering behaviors with persons with developmental disabilities. He has served on the editorial boards of the Journal of Applied Behavior Analysis, School Psychology Review, and Journal of Evidence-Based Practices for Schools.
Jamie L. Pratt, PsyD, BCBA-D
Jamie L. Pratt, PsyD, BCBA-D, is Assistant Professor and Chair of Educational and School Psychology at the University of Southern Maine. She coauthored several articles and book chapters on behavioral assessment and intervention and provides assessment, intervention, and consultation services for school-age children with developmental, emotional, and behavioral disorders. Dr. Pratt’s primary research interests are in extending behavior-analytic assessment and intervention methods to improve outcomes for children.
Garry Wickerd, PhD, NCSP, BCBA
Garry Wickerd, PhD, NCSP, BCBA, is Assistant Professor of Educational and School Psychology at the University of Southern Maine. He has coauthored several behavioral research publications and serves on the editorial board of School Psychology Forum. Dr. Wickerd’s primary research interests are behavioral measurement and assessment validity.
Richard Guare, PhD, BCBA
Richard Guare, PhD, BCBA, is Director of the Center for Learning and Attention Disorders in Portsmouth, New Hampshire. His research and publications focus on the understanding and treatment of learning and attention difficulties. Dr. Guare frequently consults to schools and agencies. He is coauthor of bestselling books for general readers, including Smart but Scattered, Smart but Scattered Teens, Smart but Scattered—and Stalled (with a focus on emerging adults), and The Smart but Scattered Guide to Success (with a focus on adults). Dr. Guare is also coauthor of The Work-Smart Academic Planner, Revised Edition, and books for professionals including Executive Skills in Children and Adolescents, Third Edition.
T. Steuart Watson, PhD
T. Steuart Watson, PhD, retired in 2011 from Miami University, where he was Professor in the Department of Educational Psychology. He is a recipient of the Lightner Witmer Award from Division 16 (School Psychology) of the American Psychological Association. Dr. Watson is a former coeditor of the Journal of Evidence-Based Practices for Schools, and he has written numerous articles, books, and book chapters on behavioral interventions, functional assessment, and the application of behavioral principles in school settings. His research has focused on evaluating the effects of external reinforcers on motivation, direct behavioral consultation, improving the effectiveness and efficiency of behavioral interventions, promoting treatment integrity, functional assessment methodologies, and investigating the effects of olfactory stimuli on learning.

Course Creator

Anna Lynn Hollis, Ph.D., School Psychologist
Anna Hollis, Ph.D., NCSP, is a nationally certified school psychologist currently living near Detroit, Michigan. She is licensed as a psychologist in 2 states (Michigan and South Carolina) and certified as a school psychologist in in 5 states (South Carolina, Michigan, Vermont, Pennsylvania, and Maryland). She is a member of the American Psychological Association (APA); the National Association of School Psychologists (NASP); the Michigan Association of School Psychologists (MASP); and the Association for Contextual Behavioral Science (ACBS). Dr. Hollis obtained her Ph.D. in School Psychology from the University of South Carolina. Her professional interests include Acceptance and Commitment Therapy (ACT); Positive Psychology; Trauma-Informed Practice; and Urban School Psychology.

Recommended For:

This course is recommended for school-based mental health and related professionals who are seeking additional knowledge about conducting school-based functional behavioral assessment. This advanced course is appropriate for school-based mental health professionals who are involved with the functional behavioral analysis process, including school psychologists; school counselors; school social workers; behavior interventionists; school nurses; administrators; and special education professionals.

Course Objectives:

After taking this course, you should be able to:

  1. Define Functional Behavioral Assessment (FBA); describe and discuss the history and current status of FBA procedures; and identify the relevant professional standards and ethical considerations in conducting FBAs.
  2. Describe and discuss the influence of executive skills, medical conditions, emotions, and thoughts on behavior.
  3. Define and discuss specific FBA terminology, processes, methods, and procedures.
  4. Identify and discuss strategies for identifying effective interventions, and for designing and evaluating the effectiveness of function-based interventions.

Disclosures

Disclosure of Relevant Financial Relationships

Disclosure of Relevant Financial Relationships

CE Learning Systems, LLC is an independent provider of continuing medical education. CE Learning Systems, LLC has no proprietary or financial interest in medical or healthcare products over which the FDA (USA) or EMA (EU) has regulatory authority.

In accordance with our disclosure policies, CE Learning Systems, LLC is committed to ensuring balance, independence, objectivity, and scientific rigor for all accredited continuing education. These policies include assigning relevance to, and mitigating, all perceived or real conflicts of interest between any individual with control over the content and any ineligible company (commercial interest).

Any individual with control over accredited content, including planner, faculty, and reviewer, is required to globally disclose:

  1. Individual relationship(s) or lack thereof, and its nature, with any/all ineligible company, and
  2. any investigational, off-label, or non-FDA approved content or discussion

CE Learning Systems, LLC has reviewed these disclosures, assigned relevance based on the relationship and scope of content, and identified those with the potential to compromise the goals and educational integrity of the education. Relevant relationships, or lack thereof, are shared with the learner.

Education has been independently peer-reviewed to validate content, mitigate identified conflicts of interest, and ensure:

  1. All recommendations involving clinical medicine is based on evidence that is accepted within the medical profession as adequate justification for their indications and contraindications in the care of patients.
  2. All scientific research referred to, reported, or used in accredited continuing education in support or justification of a patient care recommendation conforms to the generally accepted standards of experimental design, data collection, and analysis.
  3. Content is appropriate, fair and balanced, unbiased, referenced, and non-promotional.
Planners

The planners have reported the following: There are no relevant disclosures.

Course Material Authors

The authors have disclosed any disclosures within the material.

Course Creator: Anna Lynn Hollis, Ph.D., School Psychologist
There are no relevant disclosures.
Commercial support

There is no commercial support for this distance-learning course.

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Course Number 102479
10 CE credit hours
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Exam Fee $47.76
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Course Materials $40.00

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