Functional Behavior Assessment
Functional Behavior Assessment (FBA) is a method for assembly of information that can be used to maximize the success and efficiency of a behavior support plan. When a student’s actions and behavior disrupts classroom lessons and activities, teachers often deal with the problem by manipulating procedures that pursue the misbehavior, such as detention, suspension, and verbal reprimands. Studies has shown that this method has failed to teach the student satisfactory alternate behaviors. The student may respond to the consequences for the moment, but in many instances, what has been taught is confusion and frustration.
The logic behind conducting a Functional Behavior Assessment is to understand why, where, and how the behaviors problems occurred. If we learn and study about the process of the behaviors and know where and when they are possible to occur, we can make arrangements of positive strategies to teach new behaviors. Students learn to misbehave or behave in habits that suit a need or that have an end result in a preferred outcome. Students will alter their behavior only when it is apparent that a different reaction will more efficiently and effectively result in a desired outcome.
The Assessment process is to address the issues and problems of the behavior, which may involve several methods of collecting the information. There are three strategies of collecting the information for the Assessment Behavioral Process. There are interviews with significant persons, systematic manipulations of environmental conditions structural or functional analyses, and direct observation of behavior. As denoted by O’Neill et al., (2014). There are five main outcomes of the Functional Behavior Assessment. The first main outcome describes the behavior. The second one defines potential ecological and setting events. The third defines the immediate antecedent events for occurrences and non-occurrences of the problem behavior. The fourth identify the consequences or outcomes of the undesirable behaviors that may be maintaining them. The final process of the interview defines the efficiency of the undesirable behaviors.
Prior to implementation of the process, my experience built from completing and evaluating the work book was learning the behavior pattern of the child. Predicament for the behaviors, having already being known, we shall evaluate the behavior pattern at the end of the intervention to establish whether, any change will occur. The behavior of the student will then be evaluated after the process has been through. Post intervention information will be obtained from home and school compounds on the behavior exhibited by the student after the events which triggers behavior are provoked to them.
Behavior development is an activity which needs time. As denoted by O’Neill et al., (2014), behaviors are acquired over a range of time. All the strategies will be aim at increasing affection and attachment to friends, parents and even teachers.
Positive results of the plan should be no reported cases of screaming and yelling behaviors with emotional attachment to peers, teachers and parents. The child will be able to accept instruction from other without feeling agitated. If successful results are yielded, then a follow up mechanism will be laid on. Overall the Functional Behavior Assessment is a great tool to maximize the success and efficiency of a behavior support plan.
O’Neill, R., & Albin, R. (2014). Functional assessment and program development for problem behavior: A practical handbook (3rd ed.).
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