Introducing
Your new presentation assistant.
Refine, enhance, and tailor your content, source relevant images, and edit visuals quicker than ever before.
Trending searches
Tim Hanske-6630 BSU
The purpose of a Functional of Behavior Assessment (FBA) is to analyze different factors that play a role in the students specific behavior with the outcome being a targeted approach to modify the target behavior. The outcome of an FBA is a Positive Behavior Support Plan that will be put in place to help the student and staff working with the student modify the target behavior.
Wally has been observed to display physical and verbal aggression when he becomes upset or uncomfortable. The purpose of an FBA for Wally is to find what the function of this behavior is, and provide a Positive Behavior Support Plan to help Wally modify his behavior.
Observable: Behaviors that can be seen or measured. Example, student gets upset and breaks their pencil.
Measurable: A behavior that can be observed and turned into data. Example would be, student blurted out in class 15 times in a 30 minute observation.
In Wally's case, behavior that was observable and measurable includes physical and verbal aggression.
The summary of observations is meant to sum up the observations involved with the FBA. This segment has important details regarding the behaviors observed, reinforcements that worked, and events that happened. The goal is to find similarities and patterns that may stand out.
-5th Grade General Education Teacher made observations that Wally does a good job complaining with teacher directions. Also that he is capable of finding ways to cool off appropriately.
-School 6 Special Education Teacher: Wally is a hard worker, eager to please, and likes to be in control.
-
The summary of interviews takes data and information that is similar or relevant to the behavior. It is then analyzed to help understand the function of the behavior and what elements play a role.
The interviews conducted for Wally had mixed results with a common theme that Wally was able to successful in a less restrictive environment for a enforcer.
Desired behaviors are identified by the IEP Team, and they are meant to replace the target behavior.
For Wally to participate in the general education setting using appropriate coping skills and appropriate language.
This area of the FBA consists of behavioral data that has been tracked over time. This data can be used to measure Wally's behaviors prior to implementing the FBA and Positive Behavior Support Plan to provide baseline data. Later, the data can be reviewed and compared to the new data with positive supports in place.
While in a restrictive setting, Wally's current levels of behavior could be described as frequent and severe, as the behaviors are occurring daily and have a high risk for significant harm to peers and staff working with Wally.
The hypotheses statements predict what the function of the behavior is. These statements name the behavior and factors that may lead to the behavior. Consequences are also identified in these statements.
When given undesired tasks in a more restrictive setting, Wally will use physical and verbal aggression towards peers and staff. When given the positive reinforcement of working in a less restrictive environment, Wally will choose appropriate coping strategies, and refrain from physical and verbal aggression.
Events, factors, or known influences that occur right before a behavior takes place.
-Any time Wally was placed in a more restrictive setting.
-Directions, requests, conversation with Wally lead by a teacher or adult.
Outcome of the behavior, or events that happen right after the student has engaged in the target behavior.
-Attention from staff and peers
-Avoidance of the task
After all the information has been put together, the functional of the behavior can be identified. The function is the reason the student is engaging in the behaviors, what it is they aim to get out of it.
Wally's behavior indicates the he wants to be in the general education setting.
Reinforcers provide motivation for the student to pursue the target behaviors. Can include a variety of tangibles, privileges, and anything that will drive the student to continue with the target behaviors.
-Wally has a strong desire to be in the general education setting which provides him the least restrictive setting.
- Yell, M., Meadows, N., Drasgow, E., Shriner, J. (2009). Evidence-Based Practices for Educating Students with Emotional and Behavioral Disorders. New Jersey: Pearson.
- (2019). Behaviormarinselpa.org. Retrieved 11 February 2019, from https://www.behaviormarinselpa.org/uploa