Functional Behavior Assessments and Behavior Support Plans

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  • Topic: Positive behavior support, Behavior modification, Behavior
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  • Published : April 23, 2012
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Functional Behavior Assessment and Behavior Support Plan
Haley Floyd
Grand Canyon University: SPE 522
September 21, 2011

Functional Behavior Assessment and Behavior Support Plan
The importance of the Functional Behavior Assessments lies in the 1997 Reauthorization of IDEA that mandates “the use of FBA and BPS to address chronic and excessive problem behaviors” (Wheeler & Richey, 2010). More specifically IDEA states in Sec. 1414(d)(3)(B)(i), that: “In the case of a child whose behavior impedes his or her learning or that of others, the child’s IEP team must consider, when appropriate, strategies, including positive behavior intervention strategies and supports to address that behavior” (Wheeler & Richey, 2010) The Functional Behavior Assessment and Behavior Support Plan are put into place for special needs who present challenging behaviors. Through the FBA and BPS processes the goal is to reach an understanding of the behaviors, the factors that may reinforce their occurrences, and the function of the behavior. Since the implementation of FBA and PS many definitions and factors for consideration have been added to what constitutes an impeding behavior. Impeding behaviors not only affect the leaning of the student, but also of other students that may be included in behaviors that include verbal abuse or destruction. Wheeler and Richey (2010, p. 218) define impeding behaviors as including: 1. Impede the learning of the student or of others and include those behaviors that are externalizing (such as verbal abuse, aggressions, self-injury, or property destruction); are internalizing (such as physical or social withdrawal, depression, passivity, resistance, social or physical isolation, or noncompliance); are manifestations of biological or neurological conditions (such as obsessions, compulsions, stereotypes, or irresistible impulses); or are disruptive (such as annoying, confrontational, defiant, or taunting behavior) 2. Could cause the student...
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