FBA Paper

Topics: Positive behavior support, Behavior, Psychology Pages: 7 (1290 words) Published: March 20, 2015

Functional Behavior Assessment and Behavior Support Plans
Grand Canyon University: SPE 522
April 23, 2014

Functional Behavior Assessment and Behavior Support Plans
While it may seem as if a child’s challenging behavior serves no purpose other than to disrupt the classroom this is not the case. Challenging behavior always serves a purpose and meets a need that the child has. These needs include getting reinforcement (social or tangible) or escaping or avoiding a task or situation (Functional Behavior Assessment, 2001). The need that is being met by the challenging behavior must be identified in order to develop an appropriate, effective behavior support plan to address this challenging behavior and meet this need. A functional behavior assessment (FBA) is a multistep process used to identify the function that is being served by a child’s challenging behavior. These assessments also include identifying behaviors and events that reliably predict the occurrence of challenging behavior. The completion of an FBA is a requirement of the 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA). An FBA is required when a child is displaying challenging behavior that interferes with their ability to participate in educational activities or effects the ability of his/her peers to participate in educational activities. An FBA is also required when a student is removed from the classroom setting for weapons, drugs, injury or suspensions (Grand Canyon University, 2010). There are many components that are needed when creating an FBA. The first step in the process is identifying the target behavior (challenging behavior). To determine the target behavior interviews are completed with all relevant people, including the child. The people being interviewed can include the parent, teacher, teaching assistants, aides, guidance counselors, etc. Once the target behavior has been identified the triggers or antecedents of this behavior must be identified. It is also useful to identify the consequences that the student is receiving from exhibiting this behavior that may be reinforcing the behavior. Finally, based on the interviews that were completed in step one and the observations that took place in step two, the function of the behavior can be established. Triggers and reinforces can also be identified. This process allows for the development of an effective behavior support plan (Grand Canyon University, 2010). After the functional behavior assessment has been completed, the target behavior has been identified and the function of this behavior has been identified a behavior support plan is developed. The purpose of the behavior support plan is to teach the student acceptable behaviors that will meet the same need that the challenging behavior meets (Functional Behavior Assessment, 2001). The development of a behavior support plan usually involves modifying the setting-events that are causing the challenging behavior to occur. Interventions that address environmental antecedents include altering expectations, engaging students in activities and modifying schedules and routines. Other strategies include teaching positive replacement behaviors and reinforcing positive behaviors (Grand Canyon University, 2010). There are many behaviors that could warrant beginning the functional behavior assessment process. While there is a wide range of behaviors that qualify for a functional behavior assessment they all affect the student’s ability to be successful in the classroom. For example, Jessica is a tenth grade student attending school at a residential school. Jessica was placed in this school by her county court as an alternative to being sent to a juvenile detention center. Jessica rarely attended public school prior to being in placement, however in a residential setting attendance in school is monitored very closely and is an expectation of the program.

While Jessica’s...

References: Functional Behavioral Assessment. (2001). Functional Behavioral Assessment. Retrieved April 23, 2014, from http://cecp.air.org/fba/
GCU. (2010). SPE522 Lecture 5. Retrieved March 28, 2014 from www.gcu.edu
Wheeler, D., & Richey, D. (2014). Behavior management: Principles and practices of positive behavior supports. (3rd ed., pp. 2-39). Pearson.
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