Using Functional Behavior Assessment to Improve Classroom Management

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

Challenging inappropriate behaviour posed by children nowadays is one of the most daunting issued faced by teachers. Few matters affect teachers more directly and persistently than managing classroom behaviour (Jim Docking, 2000). Being able to manage a classroom I found is one of the most fundamental aspects in being able to teach today. Through this critique I will investigate the different studies relating to behaviour management within a classroom, looking pacifically at several behavioural issues within a classroom and where they stem from, as well as looking into studies based on the praise system and how it is used in schools. I want to look at fundamental theorists and give a brief insight into their studies through my own experience and research I have looked into.

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

|Review a range of factors that may lead to behaviors that disrupt the learning environment |

|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

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

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

Content area I: Assessment, includes the task list items I-02: Define environmental variables in observable and measurable terms and I-04: Design and implement the full range of functional assessment procedures (Behavior Analyst Certification Board, 2012). My submission for this content area is the Functional Behavior Assessment (FBA), which was completed in SPE 568. This artifact demonstrates how to use measurable and observable terms to define environmental variables, and effectively design FBA procedures.

There are considered to be five functions of behavior. These functions include: attention, escape, medical, sensory and tangible. A proper intervention of challenging behavior cannot take place without first understanding the function of a behavior. When it comes atypical students, "Common functions of behavior in a school setting include gaining attention (negative or positive), escape/avoidance (difficult academic tasks, social situations), and a need for predictability/safety" (Adams, 2009). The use of an A-B-C data sheet can help to track behavior in order to determine the function of a behavior. A-B-C stands for Antecedent, Behavior and Consequence. An example of when an A-B-C data sheet would be used is when after collecting data on a student, you notice that she tends to have a tantrum every day during recess. The use of the A-B-C data sheet will allow a teacher to determine why the tantrums are continually taking place during

The Functional Assessment Screening Tool (FAST) is a 16-question rating scale formatted with yes or no answers. Utilization of this method reduces the potential for bias and subjectivity seen in the interview. Once administered, the FAST aides in identifying maintaining variables as either social or non-social factors, such as positive or negative reinforcement, or automatic reinforcement (Fisher et al., 2011). Completion of the FAST will reveal the likely maintaining variables of aggressive behaviors as either access to preferred activities or tangible items or escape by calculating the total number of positive answers under each category; a predominantly higher number of “yes” responses in a category identifies the maintaining factor. Although reliability and validity analysis have not been conducted for the FAST, through providing the tool to both parents and teacher, comparisons may be completed which will enable interrater agreement (Cooper et al., 2007; Fisher et al.,

To do so, the researchers conducted functional behavior assessments (FBAs) on the participant who was three years old. Based on the results, the researchers anticipated that the participant would gain appropriate self-control and be less reliant on teacher prompts. The results showed a dramatic decrease in problem behaviors and increase in compliance during transitions. The schedule boards helped the child to keep track of the day’s events and to develop an understanding of time frames and environmental

‘The poor behaviour of some children affects not only their learning but also the learning of others.’ (Adams 2009, page 4) This suggests that poorly managed behaviour in the classroom can have a detrimental effect on learning overall, as well as individually. This assignment will analyse how behaviour and learning are inextricably linked. This assignment will also emphasise how primary classroom teachers develop behaviour management strategies in order to promote an effective and positive learning environment.

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