The book by Rachel Janney and Martha Snell titled, Behavioral Support, was a great read for any teacher, administrator, or other school staff member. Behavioral Support provided many suggestions for students who need more positive behavioral support in school to help them be successful. The text gave me more insight on how behavior is learned and can be changed. The text posed the following question, “Why do people act in ways that are difficult to understand, disturbing to others, and even destructive to self, others, and property?”(Janney, Snell, 5). This question really made me reflect on my own experiences as a teacher in working with students who have been distracted and/or hard to understand. I started to think back as to why the students
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Although I knew this piece of information, I did not know the five core features and principles to behavior intervention, which are listed in the text as follows: “1. Behavior is learned and can change, 2. Intervention is based on functional behavioral assessment, 3. Comprehensive intervention emphasizes prevention and teaching, 4. Interventions and outcomes are personally and socially valued, and 5. Intervention requires comprehensive, integrated supports”(Janney, Snell, 4). Understanding these five core principals are essential in understanding how to effectively support those students with problematic behaviors. One of the core features that was explained that I found the most interesting was the functional behavioral assessment (FBA). Prior to reading this book, I had never heard of FBA and what it entailed. I learned that it is an assessment that is done to put a plan together for one who needs more positive behavior support. It focuses on what the problem is, and how the environment one is in is triggering a negative response. The assessment takes a closer look at the patterns of behavior as well. As a teacher I have done more informal assessments to gather the same information described in a functional behavioral assessment, but it was not as detailed as the examples given in the
Although I knew this piece of information, I did not know the five core features and principles to behavior intervention, which are listed in the text as follows: “1. Behavior is learned and can change, 2. Intervention is based on functional behavioral assessment, 3. Comprehensive intervention emphasizes prevention and teaching, 4. Interventions and outcomes are personally and socially valued, and 5. Intervention requires comprehensive, integrated supports”(Janney, Snell, 4). Understanding these five core principals are essential in understanding how to effectively support those students with problematic behaviors. One of the core features that was explained that I found the most interesting was the functional behavioral assessment (FBA). Prior to reading this book, I had never heard of FBA and what it entailed. I learned that it is an assessment that is done to put a plan together for one who needs more positive behavior support. It focuses on what the problem is, and how the environment one is in is triggering a negative response. The assessment takes a closer look at the patterns of behavior as well. As a teacher I have done more informal assessments to gather the same information described in a functional behavioral assessment, but it was not as detailed as the examples given in the