Archive of Functional Behavior Assessment (FUBA)

Placement of Young Adults with Autism Spectrum Disorder into Employment Thumbnail

Placement of Young Adults with Autism Spectrum Disorder into Employment

Posted on March 03, 2011

Many challenges face teachers and families who serve young adults with disabilities. The transition from school to adulthood is a challenge that is formidable and complex. Given diminished availability of adult services, young adults must be even better prepared than in past years to demonstrate independence and self-direction. The challenge is compounded exponentially when teachers and families are serving a young adult with Autism Spectrum Disorder (ASD). Individuals with ASD are often cha

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Coordinated Services at Tier Two Thumbnail

Coordinated Services at Tier Two

Posted on March 03, 2011

Use Resources Wisely and Support ALL Students Let's do some math...wait, come back here. Don't run away to another article yet. I promise it's easy math, and we will get to it in a minute. First I want to establish some groundwork for this discussion. We talk about a multi-tiered system with regards to supporting those students who need some additional supports but not at the level of requiring an intensive individualized education program. This is sometimes referred to as bridging th

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Considerations in Teaching More Advanced Students With Autism, Asperger Syndrome and Other Pervasive Developmental Disorders Thumbnail

Considerations in Teaching More Advanced Students With Autism, Asperger Syndrome and Other Pervasive Developmental Disorders

Posted on November 11, 2010

In this article, the three terms used in the title will be referenced as “AS” or “the spectrum.” Talents: Many students on the spectrum demonstrate exceptional abilities in a vast array of skills and talents. These can include but are not limited to: exceptional memory, mathematical skills, calendar projections, computers, music, exceptionally early and advanced reading skills (“hyperlexia”), poetry, writing stories and general writing skills, spelling, punctuation and gramma

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Assessment of Children Suspected of Having Autism Spectrum Disorders Thumbnail

Assessment of Children Suspected of Having Autism Spectrum Disorders

Posted on November 11, 2010

I sat at the table, materials laid out, ready to start my assessment of a five-year-old boy suspected of having an autism spectrum disorder (ASD). This student just started speaking last year, and all of the autism screeners his school team administered had come out positive. Within minutes of meeting him, however, it was apparent that this student was not autistic. He used integrated eye contact, pointing, and verbalizations to let me know he wanted to play with a toy on a high shelf. He us

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The Individuality of Asperger Syndrome Thumbnail

The Individuality of Asperger Syndrome

Posted on November 11, 2010

"A student with Asperger" are words that can bring fear into the heart of the most seasoned teacher. Why are they in my class? Where did they all come from? What am I to do? These questions have very complex answers that often do not feel like answers at all and when all is said and done the student is still yours to deal with. I began my career as a school psychologist in Detroit and then moved on to what was then the country’s largest school for students with autism, Burger School i

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Head ’em Up, Move ’em  Out! Thumbnail

Head ’em Up, Move ’em Out!

Posted on November 11, 2010

“Go to class,” “you’re going to be late,” or “clear the halls,” were common phrases spoken during passing times; none of which sounded, nor were motivating to our students. Highland Jr. High is a designated Title I School with 77% of the students receiving free or reduced lunch. Our school also has a very diverse population of students. We have a very dedicated staff working hard to provide a quality education that meets the needs of all students. During the 2009-2010 school

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Mainstreaming Start to Finish—A Success Story Thumbnail

Mainstreaming Start to Finish—A Success Story

Posted on November 11, 2010

The goal for any elementary-school-aged, self-contained Emotionally Disturbed (ED) unit is to remediate socially maladaptive classroom behavior so that the child can be returned to the Least Restrictive Environment (LRE). In our kindergarten-third grade ED unit at the Granite School District, the LRE is the child’s neighborhood school. In the past three school years we have successfully mainstreamed four children back into their neighborhood school. We felt that the interventions we employed

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New Web-based RIDE (Responding to Individual Differences in Education) Behavior Intervention Bank Thumbnail

New Web-based RIDE (Responding to Individual Differences in Education) Behavior Intervention Bank

Posted on September 09, 2010

Most teachers have little difficulty identifying students (Pre-K – high school) who present behavior problems in the classroom. Teachers frequently report students who are overly aggressive, disruptive, off-task, non-compliant, come to class unprepared, have inappropriate social skills, etc. The challenge is more how to intervene and teach appropriate behavior, often within the framework of RtI (Response to Intervention) and PBIS (Positive Behavioral Interventions and Supports). The 2010 revis

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