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Functional Behavior Assessment and Behavior Support Plans
Grand Canyon University: SPE 522
April 23, 2014

Functional Behavior Assessment and Behavior Support Plans While it may seem as if a child’s challenging behavior serves no purpose other than to disrupt the classroom this is not the case. Challenging behavior always serves a purpose and meets a need that the child has. These needs include getting reinforcement (social or tangible) or escaping or avoiding a task or situation (Functional Behavior Assessment, 2001). The need that is being met by the challenging behavior must be identified in order to develop an appropriate, effective behavior support plan to address this challenging behavior and meet this need.
A functional behavior assessment (FBA) is a multistep process used to identify the function that is being served by a child’s challenging behavior. These assessments also include identifying behaviors and events that reliably predict the occurrence of challenging behavior. The completion of an FBA is a requirement of the 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA). An FBA is required when a child is displaying challenging behavior that interferes with their ability to participate in educational activities or effects the ability of his/her peers to participate in educational activities. An FBA is also required when a student is removed from the classroom setting for weapons, drugs, injury or suspensions (Grand Canyon University, 2010).
There are many components that are needed when creating an FBA. The first step in the process is identifying the target behavior (challenging behavior). To determine the target behavior interviews are completed with all relevant people, including the child. The people being interviewed can include the parent, teacher, teaching assistants, aides, guidance counselors, etc. Once the target behavior has been identified the triggers or antecedents of this behavior must be

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