Marketing: The Core, Coursework Example

How might the ideas regarding the sales and marketing of ABA influence how you interact with faculty and staff in the school that you are placed in?

Sales relate directly towards ways in, which business prices their products to gain the maximum profit and. Marketing is communicating the value of the product in order for customers tom purchase it above another item similar in context and value. ABA sales and marketing ideas could influence the way I interact with staff in my school because ideas do conflict. Often there is the need to establish cordiality and an atmosphere of acceptance. Therefore, if I realize that my ideas are different and unacceptable, then my behavior would change to accommodate or compromise with theirs in the interest of healthy relationship (Kerin, 2012).

According to Luiselli (2002) behavioral consultation practice has its distinct focus scope. Some public schools employ consultants to conduct their sales and marketing in order to provide better services to the community of children they to educate. However, these ideas may not be consistent with the ones I might bring to the school’s marketing program. In the interest of cutting cost it is my opinion that consultants do not interact with parents and students on a daily basis to know their preferences. As such, they might not be very effective in advising principals and teachers concerning the best sales and marketing strategies relevant to their school environment. It might be a one fit all process when a consultant offers advice. Consequently, I would have to modify my behavior under the prevailing circumstances to promote a cordial school environment (Luiselli, 2002).

Identify some faulty ideas that faculty, staff and/or administration have about special education and how these ideas can potentially interfere or impact on consultation.

Some ideas prevalent among faculty members, staff and or administrators regarding special education is that it should be treated as a distinct discipline from education itself. Also, it  is felt that special education students have disabilities and that those disabilities would prevent them from achieving high academic levels as those students nom enrolled in a special education class. Therefore, they must have individualized attention/ curriculum. These two belief paradigms can greatly affect the way consultation regarding how best to serve this community of students. The important element here lies in reaching a consensus during the consultation in the best interest of the client population at risk. Again if no cordiality persists in discussions no beneficial decisions can be reached (Heward, 2003).

For example, many educators believe that special education children who are autistic have an abnormality, which prevents them from absorbing knowledge. There is a new trend of thought prevailing within the science, which says that they are exceptionally gifted and be just considered different while assessing their true abilities and identities. Faculty, staff and/or administration, who hold to the former concept pertaining to autistic students, will never, accept programs that cater towards accepting them as just different in trying to understand the evolution of a new human species (Wilmshurst & Brue, 2010).

Often staff and faculty misunderstand reasons for students’ referral for behavior consultation because they do have preconceived ideas regarding special education. Some of these encompass a feeling of incapability of these children especially of they are diagnoses as dyslectic. Luiselli (2002) emphasizes that skills employed in the consultation process is significant towards implementing the most effective interventions for the special education student community. Conclusively, faculty members, staff and or administrators ought to express openness and less subjectivity during special education consultation (Luiselli, 2002).

How to conduct a FBA (Functional Behavioral Assessment), BFA, or FA (Functional Analysis) on the child’s behavior

A Functional Behavior Assessment (FBA) is conducted is intended to find out underlying reasons responsible for the persistence of particular behavior patterns among students. They embrace specific procedures which are classified as acceptable assessment methods in discovering b developmental disabilities demonstrated in behavior problems. Many of these behavior dysfunctions have bypassed the attention of psychology and psychologists during their consultations(Vollmer & Northup, 1996).

The first step in conducting a functional behavior analysis (FBA) is identifying the problem. This seems to be the most difficult part of the process since behavior symptoms are the criteria of this assessment. Behavior changes over time. Therefore, an analysis could be inaccurate for future references. After a definition is perceived, the analyst then proceeds towards gathering data, which could support or nullify definition of the problem identified. Data analysis follows whereby the psychologists compares the behavior and establishes a hypothesis (Vollmer & Northup, 1996).

The behavior is subsequently monitored for changes. A sample functional analysis document would contain the student’s name; age range, grade and date. Next would be listed and evaluated are behaviors targeted in the analysis. For example if the student does not listen to teachers’ instruction; throws items across the class during session and attacks other students theses would be recorded as targeted behaviors. A history would be taken establishing as background to the problem. Data collected here would involve when these behaviors were first observed; when and where are they performed and what triggers the child to become engaged in the behavior pattern. This information is best gathered from parents/family members (Vollmer & Northup, 1996).

References

Heward, W. (2003). Ten Faulty notions about teaching and learning that hinder the effectiveness of special education. Journal of Special Education. 3(4);186

Luiselli, J (2002). Focus, scope and practice of behavioral consultation to public schools. Haworth press Inc.

Kerin, A. (2012). Marketing: The Core. McGaw-Hill Ryerson

Vollmer, T., & Northup, J. (1996). Some Implications of Functional Analysis for School Psychology. School Psychology Quarterly 11(1); 76-92

Wilmshurst, L., & Brue, A. W. (2010). The complete guide to special education (2nd ed.). San Francisco: Jossey-Bass