Functional Behavioral Assessment

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

Pursuing a career in applied behavioural analysis is motivated by my focus and interest in working with people. A Board Certified Behavior Analysis (BCBA) commonly work with children to alter behaviour, which I do find an interest in due to my love for children. Initially, I do wish to use my training to help children in need of behavioural changes by working in schools for special

As I worked as a behavior therapist my job was to implement programs created by my supervisors for the participants. I did not have many chances to assess the children I worked with before working with them as it had already been done. However, I have had many opportunities throughout the program to practice the techniques it takes to understand the underlying reasons for specific behaviors that are in need of change. I have also had the chance to practice using ABC (Antecedent, Behavior, Consequence) recording forms to identify the function of tantrum behavior.

The behaviour of the child or young person and whether behaviour occurs in a particular setting or all settings.  Also includes consideration of:

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.

This method is known as the ABC model and was created by psychologist Dr. Albert Ellis. The “a” symbolizes the activating event or situation. The “b” represents the belief, or explanation of why the event happened. Finally, the “c” stands for the consequence of the behavior. After repeating several of these models for a child, the behavior analyst can compare the charts and find out which methods of consequences are successful and which are not depending on the behavior that occurred. The analyst may also discover patterns of behavior in the child and what triggers these

Functional Behaviours of concern often arise in the context of learning, developmental disability or giftedness, verbal and/or physical aggression and having difficulties with emotional self-regulation. Call us to know more Behaviour Assessment and Behaviour Support Service at Listen And Learn Centre Melbourne, Victoria Australia.

There were two thirty minute observations (AM and PM observation) conducted daily in the school across a three-day period between May 9, 2016 to May 11,2016. A narrative of behavioral and environmental events was generated for each observation and was coded by antecedents and consequences to the targt behavior using an ABC analysis form. The visual results of the ABC analysis (see Appendix A for raw data) shown below suggest that the hypotheses for Barry’s behavior serves the function of escape/attention. For example, the observations were conducted during school hours when it was instructional times. It would suggest that he had a problem. Analysis at the antecedents and consequences from the ABC

A functional behavior assessment is systematically completed in three consecutive steps. Initially, information is gathered through indirect assessments via interview, self reports, and those who know the person well. This serves to define the behavior, provide background information, as well as provide information about when the behavior is more likely or unlikely to occur and what environmental variables might influence its occurrence. After this is completed, the professional conducts a descriptive assessment during which observations are conducted in the natural environment as a step toward determining a true functional relationship between the behavior and controlling factors. This is done through the use of observational recording formats such as: ABC assessments, time sampling, interval recording and structured descriptive assessments. A functional analysis is the final part of the functional behavioral assessment during which the hypothesis is tested through the

9) The outcome of descriptive functional assessment methods include the development of a hypothesis regarding the antecedent and consequence variables of a problem behavior.

The basic ideologies of ABA are behavior that can be defined in objective and measurable terms. It studies the functional association between behavior and its controlling variables. It can analyze socially significant behavior in need of improvement. This analyzed behavior is a three term contingency. The Three Term Contingency is: Antecedent, Behavior, Consequences. This is an example: Beth Touch your nose- Beth touches her nose- Beth receives a cookie or Bill do the puzzle- Bill falls to floor- Demand withdrawn. As educators, the principals of ABA are used all day long. In the classroom, ABA can be used to: Increase positive behaviors such as language, good manners, self-care and academic skills or decrease negative behaviors such as outbursts, biting, kicking and crying.

When using Applied Behavior Analysis, the role of the teacher is crucial. For ABA to be used correctly, a teacher must keep documentation on every student. This documentation should be taken frequently and with precision. Little details such as a shift in interest should be documented. This documentation will show the progress each child makes in the process of modifying their behaviors. In addition to keeping thorough documentation, teachers must examine each student individually. In observing their interests, teachers can form individual enforcers for each student. For example, if a student always chooses to do puzzles during free time, puzzle pieces could be a reinforcer. Every time the student does something that deals with the positive modification of behavior, they can earn a puzzle piece. When all of the pieces are earned, they will be able to put the puzzle together. This method is beneficial when correcting a student’s behavior.

In applied behavior analysis behaviorists use techniques such as functional behavior assessment (FBA), to create functionally-based interventions that target maladaptive behavior. The goal of an FBA is to identify the conditions that predict behavior and the consequences that maintain behavior (Carr et al., 2002). If the link between antecedent, behavior, and consequence can be established, it will be possible to alter a behavior by changing its predictive stimuli and maintaining consequences (Bender, 2015). After forming this link by collecting data, a behavior intervention plan (BIP) will be created to diminish problem behavior (Bender, 2015). This BIP must target the function of the behavior and