Functional Behavioral Assessment
Order Instructions:
Functional Behavioral Assessment Short Paper
After reviewing the reading for Week 3,
Describe how teachers collect data in order to determine the functions of a behavior.
Analyze the importance of collecting and reviewing data before implementing specific interventions to address challenging behavior.
Discuss three common behaviors a teacher may see in young children and target for modification or replacement. Propose possible functions for each of these common targeted behaviors
SAMPLE ANSWER
Functional Behavioral Assessment (FBA)
Introduction
For over years, teachers have been troubled on the best approach to deal with maladaptive behaviors characterized by many students. Initially, teacher saw that the best method to deal with such behaviors was punishments. However, this approach was futile and resulted to use of a more humanistic approach known as FBA (Functional Behavioral Assessment). Therefore, the following discussion will engage in discussing how teachers collect data in order to determine the functions of behavior. In addition, the paper will address the importance of collecting data in the process stated above before implementing specific interventions of challenging behaviors. Conclusively, the paper will wrap up by illustrating some of the common behaviors a teacher may see in young children and target for modification or replacement, as well as outlining possible functions for each of these common targeted behaviors.
Discussion
Miller & Lee (2013) gives that FBA is the deliberative process utilized to collect data about events that predict and sustain a student’s problem behavior. The teachers can collect data in order to determine the functions of behavior by using interviews and rating scales. On top of that, the teachers can also gather information by applying direct and systematic observation of the student’s behavior (Losinski, Maag, Katsiyannis & Ryan, 2015). More indispensably, the teachers can manipulate or alter different environmental occurrences to observe how behavior changes. The importance of collecting data in the processes stated above before implementing specific interventions of challenging behavior is to determine the interfering behavior. This is the central point in outlining interventions. Miller & Lee (2013) argues that not only does collecting data give insights to what is the interfering problem, but it also gives clues on how long the behavior has been snooping with student’s development and learning. Besides the above two importance, collecting data have a magnitude of illustrating where and when the behavior occurs (Miller & Lee, 2013). This is very decisive, as it will assist the teacher to focus on the interventions on what happens before and after the behavior. At last, collecting data has a massive importance on informing the teacher the related variables that affects the interfering behavior, for instance, family, health status, or medication of the student.
Some of the common behaviors a teacher may see in young children and target for modification or replacement include aggressive behavior, timid behavior, and antisocial and disruptive behavior. According to a research done by Losinski, Maag, Katsiyannis & Ryan (2015), most teachers observe that children are associated to such behaviors as screaming, pushing, kicking, pinching, as well as disobedience in following instructions. The above aggressive behaviors can be dealt with using planed ignoring. This intervention apply that the teachers ignores when a student engages in bad behavior. However, Miller & Lee (2013), when the student indulges in gratifying behaviors, the teacher should pay attention to him or her. Another possible intervention is that the teacher rewards the good behavior. Rewards can range from gifts, applauses, or privileges to deal with timid behavior. Reinstating class rules can also wipe out bad behaviors. For instance, rule such as “No yelling” can be restated as ‘Speak calmly in a respectfully manner’ and can delete disruptive behavior (Miller & Lee, 2013). In these cases, the student will start doing those actions that make teachers pay attention or reward him or her and discard those that repel teachers away.
Conclusion
In summary, FBA can be a successful process if it is systematic. Collection of data is appropriate to enact a useful intervention to deal with problem behavior. Therefore, determining the different functions of behavior is the ultimate point to design the appropriate intervention.
References
Losinski, M., Maag, J., Katsiyannis, A., & Ryan, J. (2015). The use of Structural Behavioral Assessment to Develop interventions for Secondary Students Exhibiting Challenging Behaviors. Education 7 Treatment of Children, 38(2), 149-174.
Miller, F., & Lee, D. (2013). Do Functional Behavioral Assessments Improve Intervention Effectiveness for Students Diagnosed with ADHD. A Single-Subject Meta-Analysis. Journal of Behavioral Education, 22(3), 253-282. https://experts.umn.edu/en/publications/do-functional-behavioral-assessments-improve-intervention-effecti
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