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Functional Behavioral Assessment

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Elle Rich

on 10 June 2011

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Transcript of Functional Behavioral Assessment

Functional Behavioral Assessment First, a brief video which provides a tangible example for our class
of what a behavioral problem might look like and what constitutes a
behavioral problem. As the video clearly identifies
challenging behavior as:
interfer[ing] with children's learning, development and successful play
harmful to the child, other children or adults
put[ting] the child at risk for later social problems or school failure, "a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects educational performance: An inability to learn which cannot be explained by intellectual, sensory, or health factors. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. Inappropriate types of behavior or feelings under normal circumstances. A general pervasive mood of unhappiness or depression. A tendency to develop physical symptoms or fears associated with personal or school problems."

Council For Exceptional Children Website, http://www.cec.sped.org/AM/Template.cfm?Section=Behavior_Disorders_Emotional_Disturbance, 2011 IDEA defines behavioral disorders/
emotional disturbances as: Here is a list from the Psychology website which identifies
some types of behavioral disorders you are likely to encounter
as a teacher: Anxiety disorders
Severe depression
Bipolar disorder
Attention deficit/
hyperactivity disorder
Learning disorders
Conduct disorder
Eating disorders
and Schizophrenia

http://www.psychology.com/resources/child_behavior.php, 1995-2010 So! As we know from Dr. Tamsberg's
lesson from yesterday,

there are many different
types of behavioral and
emotional disturbances,
many different factors
that go into the development
and manifestation of
behavioral and emotional
disorders, and many consequential
affects from these disorders. BUT WHERE DO WE GO FROM HERE This is where
comes into play! First, and quickly, let's look at what an assessment needs to address at its core:

1. Who might need help?
2. Who really does need help (who is eligible)?
3. What kind of help is needed?
4. Is the help benefiting the student? (Heward 227)

We can think about these aims while we go over Funtional Behavioral Assessment. Functional Behavioral Assessment (FBA) is "a systematic process for gathering information to understand why a student may be engaging in challenging behavior. School psychologists, special educators, and behavior analysts use this information to generate hypotheses about what the behavior's funtion, or purpose, is for the student" (Heward 230) By Elle Rich "Knowledge of a behavior's function can point
to the design of an appropriate and effective
behavioral intervention plan (BIP), a required
IEP component for all students with
disabilites whose school performance is
adversely affected by behavioral issues
(Etscheidt, 2006)" (Heward 230). According to the FAPE (free appropriate public education) website, "Identifying the underlying causes of behavior may take many forms; and, while the Amendments to IDEA advise a functional behavioral assessment approach (which could determine specific contributors to behavior), they do not require or suggest specific techniques or strategies to use when assessing that behavior. While there are a variety of techniques available to conduct a functional behavioral assessment, as a general matter, the first step in the process is to define the behavior in concrete terms" (http://www.fape.org/idea/what_idea_is/osher/ideaiep.htm#conducting, 2011). Indirect Functional Behavioral Assessment is "the easiest and quickest form of FBA [which] involves asking teachers, parents, and others who know the child well about the circumstances that typically suroound the occurrence and nonoccurrence of the problem behavior and the reactions the behavior usually evokes from others" (Heward 231). Types of FBA Descriptive Functional Behavioral Assessment "utilizes direct observation of behavior; however, observations are made under naturally occurring conditions. Therefore, descriptive assessments involve observation of the problem behavior in relation to events that are not arranged in a systematic manner" (http://en.wikipedia.org/wiki/Applied_behavior_analysis#Functional_behavior_assessment_.28FBA.29 Functional Analysis is "the experimental manipulation of several antecedent or consequent events surrounding the target behavior in an attempt to verify the hypothesized functions of the behavior (e.g. systematically varying the difficulty of academic tasks to test if the child's oppositional behavior is triggered by difficult tasks) (Iwata, Dorsey, Slifer, Bauman, & Richman)" (Heward 232). Aspects of the problem behavior that can be measured:
1. frequency or rate
2. duration
3. latency
4. topography
5. magnitude
(Heward 231). http://cie.asu.edu/volume1/number5/fbacie98.pdf EXAMPLE OF FBA/BIP
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