Study guide exam 1 CBC goals of partnerships A Framework for developing effective partnerships (read for detail—know the four components and definition and importance of each) 1. Approach 2. Attitude 3. Atmosphere 4. Action Video Guide Introduction to CBC CBC is **Characterized by Collaborative Relationships between equal partners. **Partners share equal responsibility for goals to act in best interest of client *Different experts come to the field *Parents are considered experts of their child Who are the partners? *_Parents *_Educators *Health Partners *Other service providers Goals of Partnership *Everyone should have a meaningful role * *continuity across environments *enhance competencies of all partners Definition of Conjoint Behavioral Consultation: “Strengths-based, cross system, problem-solving and _decision making_ model wherein parents, teachers, caregivers, or service providers work as partners and share responsibility for promoting positive and consistent outcomes related to a child’s academic, behavioral, and social-emotional _development. Core assumptions of CBC (the 4 A's) Interobserver agreement Treatment fidelity Goals/purposes of family/school partnerships Systems involved in CBC The 3 interviews in CBC Response to Intervention (RTI) Theories of family school partnerships Social Validity Motivating operations Positive reinforcement

Negative reinforcement Difference between positive reinforcement and negative reinforcement Conditional probability analysis/formula for conditional probability analysis Discriminative stimulus Maintaining contingencies Behavior contracts Operational definition for behavior Measurement procedures for FBA's Target behavior Methods of data collection for FBA's Trigger analysis Functional analysis vs functional behavioral assessment SWPBS RTI (Response to intervention) Tier 1 Tier 2 Tier 3 Data sources used in swpbs Reactive vs proactive approach to school discipline Goals of swpbs Reading and Video Guided Notes Module 3 FBA Core Components and Processes Video and Reading Guide Reading: Sterling-Turner, H. E., Robinson, S. L., & Wilczynski, S.M. (2001). Functional assessment of distracting and disruptive behaviors in the school setting. School Psychology Review, 30, 211-226 Video: FBA procedures: indirect vs. descriptive In most of this article, you can skim, meaning read quickly and just get the big picture idea. In the section in red, conditional probability analysis, you need to read for detail. There will be exam questions and part of your FBA requires that you be able to calculate conditional probability analysis. Introduction (reading strategy: skim) Common behavior problems in school settings Methods used in FBA’s

Phase I: Data Collection Via Indirect and Descriptive Procedures Indirect Procedures (reading strategy: skim) Student records Rating Scales Student interviews Problems with rating scales and other indirect methods Descriptive Procedures (reading strategy: skim) When it is collected Most common method Considerations for Phase 1 Pinpointing Factors detrimental to data collection 1.