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ECE 201 Week 3 Assignment.docx Name Instructor: ECE 201 Intro to Early Childhood Behav

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ECE 201 Week 3 Assignment.docx Name Instructor: ECE 201 Intro to Early Childhood Behavior Management (ACP 1224 A) In my paper I will be talking about how teachers collect data ,I will analyze th... e importance of collecting & reviewing data before implementing specific intervention to address challenging behavior, I will discuss three common behavior a teacher my see in young children & the target for modification. A Functional Behavioral Assessment is basely a tool to help the Educators understand why children do what they do. The notion is that all behavior serves a purpose: It fulfills some need. It allows us as educators to determine why students are doing what they are doing. Then we can give them the student what they need & come up with more socially acceptable way to have his/hers needs met that will work for that student & my fit with what they need, environment & culture of the class. Using functional behavioral assessment the teacher, caregiver can determine the functions of a student inappropriate behavior so that more teachers, caregiver can create more effective intervention plan to stop it. A behavior is observable & measurable & serves one or multiple functions. You can quickly & systematically determine the functions of behavior by looking at what happens before & after it. A change in student behavior is more likely to occur if we meet the student™s needs (the function of the behavior). So once you know the primary function of the behavior, you pan how to meet the need in an appropr. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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