Functional Behavior Assessment A Behavior Intervention Plan

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 behavioral assessments have two major components, identifying and defining target behaviors as well as conducting behavior observations. The assessment should begin with indentifying and defining targeted behaviors and the best way to do that is to conduct a formal interview of the student. The interview should include family who are directly connected to the student's home life as well as the staff involved with the student. The interview should reveal important things like when does the behavior occur during the day, how frequently, what the behavior is receded by, what

The students I work with do have Behavioral Intervention Plans (BIPs) in order to be successful in a classroom setting. However, some educators that I work with already have the idea that these individual students will be a problem in class no matter what. The educator is most

Thank you for your considering my application to the Applied Behavior analysis program. For all of my life I have known that I was going to help people. It could be said that it is in my DNA. I just never suspected what the capacity would be. On December 15thI graduated from Albright college, I began working at Melmark on December 16th. My first thought, on that first day was “Oh no, I can’t do this, I need to quit” That was over two years ago, and I have gone to work every day, with a smile on my face. While working at my first position, out of college, I discovered my passion. My passion, I find, is working with children and adults with autism and with people who suffer from addiction. Watching the smiles on their faces, the determination when they work to complete a goal, and just the progress makes every hardship worth it, I love it. Each day, in my position as an ABA, I run behavior support plans, IEPs, teaching plans and other protocols, and each day I truly wish that I could have contributed to these plans, protocols, and IEPs. I ponder the recommendations that I could come up with, I wonder that if I had been able to participate in these conversations to create these plans could I have brought something else to the table, a different viewpoint. Affecting the way that the plans are written and in turn ran, I feel that I could make a big difference in the lives of the children and their families also. Every two weeks each child’s team meets to discuss his or her

Cole’s mother and English teacher completed BASC II scales. The BASC II measures a student’s emotional, behavioral, and adaptive functioning. The score that is used for the scale is the T-score. The T-score indicates the distance of a score from the norm group mean. The BASC II has a mean T-score of 50 with a standard deviation of 10. Scores ranging 60 to 69 are considered to be in the At-Risk range. The T-scores that are 70+ are in the Clinically Significant range. On the Adaptive Scale portion of the BASC II, the T-Scores that are from 30 to 39 are in the At-Risk range. The T-scores that are below 29 are in the Clinically Significant range.

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

I work at a school which implements P.B.I.S., also known as P.B.S. (Positive Behavior Supports). Our school P.B.I.S./P.B.S. goals include the following:

Also when I took Abnormal Psychology I learned about the Adaptive Behavior Assessment System 2nd edition (ABAS) it measures the behavior frequency of the child. Parents score the child on individual questions between 0-3. 0 is not able, 1 is never when needed, 2 is sometimes when needed, 3 always when needed. The sections include communication, home living, academics, community use, health and safety, leisure, self-care, self-direction, social, and work. When the ABAS is scored it gives a score on developmental skills, emotional behavior, and relationship with others. It determines if the children is above or below average, it shows which sections they are strong and weak in, and if help should be given to that child. I was able to score a couple of Adaptive Behavior Assessments by putting it into the computer that generates an report that would then be used in the weekly meetings to determine if the child should be placed in special education.

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

List two potential problems that a nurse may discover in an assessment of each age group.

Class SPE 568 Behavior Assessment required me to conduct multiple assessments to understand the various methods there are to identify the cause of problem behavior. I have learned

List two potential problems that a nurse may discover in an assessment of each age group.

The first case study involves Emily who is a six year old female. She was sent by her pediatric psychologist because she has been having some behavior issues. Emily’s behavior issues started after she started first grade. She stated to her parents that she does not think that school is fun anymore; therefore, she does not want to go anymore. Her behavior has intensified from her initial denying of going to school into now screaming tantrums that consists of her banging her head off of the floor. Since her parents are concerned about this type of behavior, they have decided to allow Emily to stay home until they can find out the reasons for her behavior. After meeting with Emily’s teacher her parents found out that she generally behaves well

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