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Perceived Motivation: Function-Based Thinking and Intervention for Classroom Teachers (2)

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Understanding why students engage in problem behavior helps to identify more effective and efficient solutions for intervention. However, we often only apply this type of assessment and intervention process for students with significant or longstanding behavior problems in our schools, allowing less severe problems to persist and possibly receive reinforcement. This session will provide a framework for classroom teachers to use motivation, or behavior function, to hypothesize about why students may be engaging in behaviors that interfere with learning in the classroom. Strategies to develop appropriate classroom-level interventions that match perceived motivation will also be discussed.

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