Watch the Unit 5 Lecture. (Video Transcripts)Read the following scenario.Ben is a 12-year-old, fourth grade student at a local elementary school. He has been diagnosed with a learning disability and has an Individualized Education Plan (IEP). Ben engages in several behaviors that are viewed as major problem behaviors by his teacher. These behaviors include refusing to follow directions, failing to complete work, not paying attention when the teacher is talking, and making disruptive comments during instructional time. The school protocol is to address these behaviors with office discipline referrals but these do not appear to have an impact on his behaviors.Choose one specific indirect assessment tool reviewed in Chapter 7 of your assigned reading and describe how that particular tool can be useful in teasing out potentially controlling variables and reinforcing stimuli associated with the target behavior in your hypothetical scenario.Peer Responses: Respond to two classmates’ primary posts by identifying an additional indirect assessment tool that would apply to the scenario to compliment what your peer has chosen.Reading and ResourcesRead Chapter 7 in Conducting School-Based Functional Behavioral Assessments: A Practitioner’s Guide: "Indirect Functional Behavior Assessment"This chapter is a comprehensive overview of indirect Functional Behavior Assessment methods. TEXTBOOKSSteege, M. W., Pratt, J. L., Wickerd, G., Guare, R., Watson, T. S., 2016, Conducting School-Based Functional Behavioral Assessments, Third Edition.

  Complete the Resources Worksheet. While APA format is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. I have attached the one that you did .here is an example professor provide and wanted  the assigment to be :  A fair start to the identifying your interventions, unfortunately it did not provide a comprehensive description of any of the interventions listed. Expected  is to provide critical thinking response of why the selected modality of intervention could be effective for a client possibly dealing with childhood trauma. I will offer you an opportunity to complete this template and provide an example of what "Modelling" mean, etc.? Have this submitted no later than Saturday 3/5.  Please see the example below that may be helpful as a guide: 3 Directive or Cognitive-Behavioral Play/Art Therapy Interventions for Children 1. “Jenga” CBPT game: when the child removes a piece of the puzzle, the child verbalizes a situation at home or school where they acted out in anger. The child and the counselor talk out an alternative way to handle the situation that results in healthy emotions instead of acting out on anger. Hall et al. (2002) note that at the close of the activity, the counselor should reiterate how talking about feelings can help find healthy ways to deal with anger and release it safely (p. 517). 3 Different Group Play/Art Therapy Interventions for Children 1. “Family Portrait”; the child is given crayons, markers, etc., and encouraged to draw a picture of the family. The drawing may reveal who the child feels the closest, the dominant figure within the home, anger issues, sexual trauma, physical abuse, etc. Kool and Lawver (2010) state that creative-expression toys such as crayons, scissors, and art materials give the child various ways to express emotions and allow the child to be messy while in a safe environment (p. 22). 3 Different Family Play/Art Therapy Interventions for Children 1. “Matchbox Cars”; with the family present, the child is instructed to choose a Matchbox car representing different family members. This activity can create insight into how the child feels about certain family members, such as safety, fear, and trauma (i.e., a police car would represent a family member who has had brushes with the law that may have been traumatic). According to Kool and Lawver (2010), opportunities for interpretation will surface during play. Identifying a correct interpretation can be significant in connecting the activity information to outside behaviors (p. 22).