Evaluation Of A Functional Behavior Assessment

Development of an intervention is the final step in the functional behavior assessment (FBA) process. In the completion of the FBA antecedent and reinforcing contingencies are identified which can be manipulated to prevent the behavior from occurring, remove reinforcement for engaging in the undesired behavior, or be utilized to reinforce alternate behaviors (Cooper, Heron, & Heward, 2007). An FBA is a necessary component of the intervention process in that it provides the necessary information with regard to the function of the behavior through the systematic manipulation of environmental variables thought to maintain the problem under controlled conditions; yielding a clear demonstration of the interaction between the independent variable

Functional behavioral assessment (FBA) is a variation on procedures originally developed to ascertain the purpose or reason for behaviors displayed by individuals with severe cognitive or communication disabilities (e.g., individuals with mental retardation or autism). Teachers can use FBA for students with behavioral or emotional problems that are interfering with their educational progress or the progress of other students. This assessment can be used to develop an Individualized Education Plan (IEP) or help provide information for verification of a disability.

When a student who has a disability’s educational placement is changed due to challenging behavior, a functional behavior assessment must be conducted. Functional behavior assessment (FBA) is used to aid in the development of behavior intervention plans (BIP’s). In a functional assessment, the type and the source of reinforcement for problem behaviors are used as a basis for intervention efforts that are designed to increase occurrence. Functional analysis can also be used to determine the specific function of a behavior, but FBA’s are more commonly used, especially in school settings. In a functional analysis (FA), antecedents and consequences that represent those in the person’s natural environment are arranged so that their effects on the problem behavior can be observed and measured. The difference between a functional analysis and functional behavior assessment is that the assessment establishes a connection between the behavior and antecedent or the consequent variables, but a functional analysis identifies informal relationships. For this reason, a functional analysis is seen to be a more valid tool for identifying the function of a behavior; however, there are limitations to using a functional analysis. This method may momentarily strengthen the problem behavior or result in the behavior acquiring new functions. Federal mandates like IDEA 2004 and school reforms such as Positive Behavioral Interventions and Supports (PBIS) have played a role in the increase of the

Functional behavior assessments are very useful to teachers because they will help to identify reasons for inappropriate behaviors of a student. Not only will the assessment peal back the layers of a student's behavior but it can also reveal how to change the inappropriate behavior. Students with disabilities will have inappropriate behaviors in order to communicate with the teacher and adults involved in their day. These behaviors could appear for something as simple as the disabled students refuses to write down what they were asked to, because they are not able to spell or write a word. Students without disabilities may also behave in an inappropriate way because they may not be able to spell or write a word. The functional behavior assessment will guide a teacher to know what subject or even what part of a subject is challenging to a student.

Functional Behavioural Assessment, Functional assessment is a process for determining the function of the child/adult’s problem behaviour. Functional Assessment or Functional Behavioural Assessment (FBA) involves the collection of data, observations, and information to develop a

Students all have their own personalities, which affects their actions within the classroom. Many times, a students’ behavior is caused by outside factors causing them to act out with disruptive behaviors and disciplinary issues. During these times, a teacher must have a behavior management approach to deter similar behaviors in the future. Many first time teachers are unable to handle dealing with the behaviors and leave their jobs making it all the more important to come up with an effective behavior management approach to curtail those worrisome behaviors before it gets to that point (Sugai, 2009). In an effort to thoroughly discuss an efficient behavior management approach, a common disciplinary problem within classroom and the foundation of the issue will be considered. A combination of approaches may be to needed to stop behavioral issues, such as providing motivation and establishing rules and procedures in a clear way will deter behavioral issues. Finally, an in-depth look at the steps needed in order to implement the approach into the classroom.

This report detailing issues in behavior intervention first reviews information regarding the use of functional behavior assessments and then explains intervention strategies which may be effective in dealing with behavior issues in schools. In addition, issues that impede treatment are discussed. This source appears to be objectively written with the goal to inform the reader of functional behavior assessments, treatment for problem behavior and issues which may cause treatment to fail. This source may be useful when researching Behavior Intervention Plans because team members and

My classroom management philosophy is rooted in B.F. Skinner’s Behavior Modification theory. I believe that negative and positive reinforcements are a key aspect in classroom management. Providing reinforcement increases the probability that a desired behavior will occur, while undesired behaviors will stop because they are not being reinforced (Manning and Bucher 47). Students who are demonstrating unacceptable behaviors may even begin to change their behavior in hopes of gaining approval through reinforcement (Manning and Bucher 47). In particular, I advocate for this theory because it also serves as another way to continuously reiterate classroom expectations. Through daily dialogue in the classroom, students will be able to understand which behaviors are supported, acceptable, and encouraged and which behaviors are ignored, unacceptable, and discouraged. Continuously putting this into practice will foster a supportive classroom climate with clear expectations. Throughout my field experiences in Horry County, I have seen this strategy used with success. I believe that once I have established relationships with my students this will be the most effective course of action for modifying their misbehaviors.

There are many strategies to address behavior deficits in the classroom, and each behavior requires specific and individualized attention. The two case studies (Grand Canyon University, 2016) detailing the behavior issues of Doug and Ellie are prime examples of situations in which behavior intervention is necessary. This paper will discuss the particular behaviors involved and outline explicit plans for increasing positive behavior exhibited from each child.

Content area I: Assessment, includes the task list items I-02: Define environmental variables in observable and measurable terms and I-04: Design and implement the full range of functional assessment procedures (Behavior Analyst Certification Board, 2012). My submission for this content area is the Functional Behavior Assessment (FBA), which was completed in SPE 568. This artifact demonstrates how to use measurable and observable terms to define environmental variables, and effectively design FBA procedures.

The importance of the Functional Behavior Assessments lies in the 1997 Reauthorization of IDEA that mandates “the use of FBA and BPS to address chronic and excessive problem behaviors” (Wheeler & Richey, 2010). More specifically IDEA states in Sec. 1414(d)(3)(B)(i), that: “In the case of a child whose behavior impedes his or her learning or that of others, the child’s IEP team must consider, when appropriate, strategies, including positive behavior intervention strategies and supports to address that behavior” (Wheeler & Richey, 2010)

Once it is determined that the behavior needs to be addressed in a more formal way, a Functional Behavioral Assessment will take place. A Functional Behavioral Assessment, or a FBA is "premised on a behavioral perspective, in which behavior, appropriate or challenging, is viewed as being driven by function" (Adams, 2009).

The subject is a three-year old boy named Levi who has been diagnosed with autism. The setting for his observation is in his home and front yard at 11:00 am with his mother and little brother present. His mother reports that he has recently been sick with a cold and is getting restless. It has been five days since he has had any school services and the date of the observation is the first day he has been well enough to have visitors. There are no other reported medical or physiological factors that are known to influence the target behavior.

One strength of using the FBA/BIP assessments is that it allows you to break down what has been observed to find out the antecedent, function, and consequences of the behavior. The FBA allows you to figure out what the cause is to the behavior, and the BIP helps you figure out the replacement to the target behavior. The target behavior is defined as, “the behavior targeted for observation measurement, and assessment, and/or modification” (Zirpoli, 2016, p. 121) It also helps you see if the student has the necessary skills to change the target behavior and if the student’s 504 plan or IEP goals are too hard or too easy. Another strength is that it states the setting and situations in which the behavior occurs or does not occur, and who isn’t present when it does or does not occur. It’s important to look at these to figure out these factors as it will determine the possible functions of the

When implementing a discipline program, it is important that a teacher identify the difference between misbehavior and off task behavior. Misbehavior is a more serious action and should be treated accordingly. Misbehavior includes actions that are pre-meditated, habitual, unsafe, or demeaning. Off-task behavior includes actions like, talking out of turn or with other students, doing activities other than what the teacher has assigned, and lack of following instructions. While both types of behavior cause unwanted classroom distraction and should not be tolerated, there is an important difference between the two that must be identified. In the case of off-task behavior, the strategy to guide the student back on-task may require imposing a consequence as well as making an adjustment to the classroom management plan in order to re-route the student. In the case of misbehavior, imposing a consequence along with the addition of recruiting support from parents or administration may be needed to retrain the behavior.(Ross, 2009)