Article Review

Development of an intervention is the final step in the functional behavior assessment (FBA) process. In the completion of the FBA antecedent and reinforcing contingencies are identified which can be manipulated to prevent the behavior from occurring, remove reinforcement for engaging in the undesired behavior, or be utilized to reinforce alternate behaviors (Cooper, Heron, & Heward, 2007). An FBA is a necessary component of the intervention process in that it provides the necessary information with regard to the function of the behavior through the systematic manipulation of environmental variables thought to maintain the problem under controlled conditions; yielding a clear demonstration of the interaction between the independent variable

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 important to teachers and students because I believe that all children behave a certain way for a reason. Children who have disabilities as well as children who do not have disabilities behave in inappropriate ways and a functional behavior assessment can help to determine why so that a plan can be developed to correct the behavior. Negative behavior is a reaction to something happening in a child's life or an imbalance in the child. A child with an imbalance will benefit from a functional behavior assessment because there is a

Autism is a disease that is being diagnosed today more than ever before. In fact, as of 2014 the statistics for diagnosis of autism are one in sixty-eight children, with diagnosis being much more common in boys (Autism Speaks, 2016a). While there are many theories about what causes autism, there is currently not any proven predictor of what will cause this disease to develop (Landrigan, 2010). Since prevention is not possible at this time, it is extremely beneficial and important to research understanding and treatment of those diagnosed with Autism Spectrum Disorder (ASD). There are many avenues of treatment for ASD, but one method that has received significant attention is applied behavior analysis (ABA). The goal of this research article is to explore the definition of applied behavior analysis, its development over time, and its application to real life. Some questions that will be explored are when and where did ABA originate, how has it developed over time, and what researchers contributed new findings to this intervention. Additionally, the methods that have been developed over time to implement ABA will be discussed, specifically with their application to autism and individuals diagnosed with ASD. Finally, there will be a discussion of how skills that individuals with ASD gain from applied behavioral analysis can be applied to a classroom setting.

|Data Sources: X( Observation | X( Student Interview | X( Teacher Interview | X( Parent Interview | ( Rating Scales | ( Normative Testing |

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

When it comes to personal privacy, private license plate scanners collect billions of personal records per year, which contribute to vast databases that can be used by law enforcement. In the article “Private License Plate Scanners Amassing Vast Databases Open to Highest Bidders,” RT, March 6th, 2014 has increased that they tenfold its plate scans since September 2010, and adds 70 million scans a month. Following that, the publication In These Times, a progressive activism journal out of Chicago, continuously in their article “who has a right to track you?” Corporations argue that they have a right to collect data. These alternative viewpoints are presented quite differently, however. This essay will be about, does corporation have a right

This paper focuses on applied behavior analysis (ABA). The concept of ABA in definition is the use of knowledge gained within science of behavior to improve behaviors that are socially crucial. The researchers of this paper focus not the importance of having parents use ABA training when working with their children who have autism spectrum disorder (ASD). There has been a large amount of research done on ABA techniques and it is something that has been used in many different fields of practice. Areas such as social work, education, medicine, etc have benefited from the ABA approach. Now it is important to distinguish what the views of parents using ABA are.

This report detailing issues in behavior intervention first reviews information regarding the use of functional behavior assessments and then explains intervention strategies which may be effective in dealing with behavior issues in schools. In addition, issues that impede treatment are discussed. This source appears to be objectively written with the goal to inform the reader of functional behavior assessments, treatment for problem behavior and issues which may cause treatment to fail. This source may be useful when researching Behavior Intervention Plans because team members and

The Applied Behavioral Analysis model, or (ABA) as it is commonly referred to, has been in practice for many years, touching the lives of many people of all ages, backgrounds, and degrees of the Autism spectrum. As with anything, there is a considerable amount of misinformation projecting a negative view of ABA. These views have questioned the protocol, application, and necessity of the ABA. The following is some information and facts to hopefully make clear what ABA not only does, but what it stands for as a therapy that will continue to help those in need.

In a wide-ranging study, Gresham, Beebe-Frankenberger & MacMillan (1999) reviewed and critiqued several of the most cited treatment programs for children with autism, including Applied Behavioural Analysis (ABA). In essence, they concluded that there was no one flawlessly reliable treatment protocol for autism. However, they found that virtually all programs reviewed, showed some degree of developmental gain in each of its participants. Particularly when it came to measurable IQ gain. With direct reference to the Applied Behavioural Analysis approach, it would appear that there is not sufficient evidence to promote it as being a superior or universal treatment program for all children with

I have first-hand experience working with Behavior Analysts and have a full understanding of what the profession entails. As an RBT, I have assisted Behavior Analysts in conducting direct and indirect assessments, as well as with functional analysis during Functional Behavior Assessments (FBA). While assisting with FBAs, I have learned that it requires a considerable amount of time to be conducted properly. My experience assisting Behavior Analysts in conducting FBAs has taught me how to be patient during the process and the importance of accurately collecting reliable data. It is imperative to be meticulous during data collection to ensure the validity of the

The hallmarks of autism spectrum disorder (ASD) involve marked deficits in social interaction as well as engagement in repetitive behaviors and language difficulties (Leblanc, Richardson, & Warnie, 2005). Although autism can have a profound impact on the capabilities and functioning of the individual, emerging research indicates that applied behavioral analysis (ABA) can be an effective tool for addressing many of the deficits that children with ASD face (Boutot & Myles, 2016). In fact, emerging research indicates that when ABA is utilized for the treatment of young children with ASD many of the challenges faced by this group can be ameliorated (Boutot & Myles, 2016). With these issues in mind the current investigation considers the seven elements of ABA identified by Baer, Wolf, and Risley (1968) in their seminal article on applied behavioral analysis and their application to individuals with ASD. Through a critical review of the seven elements of ABA in relation to ASD it will be possible to illustrate how this approach can be effective for improving outcomes for individuals diagnosed with autism.

Of particular interest to me was the complicated nature of categorizing and defining self-forgiveness. What seemed to be a simple concept is, in fact, layered with multiple levels of complex considerations that must be addressed in order to properly define and diagram self-forgiveness.

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