The Role Of Functional Behavior Assessment In Special Education

Functional Behavior Assessment
Functional behavior assessment (FBA) is a method of assessing students in order to find the best possible way to improve a consistent behavior problem. The goal of the functional behavior assessment is to look beyond the action being performed and focus on the motive behind the action as well as other environmental factors. By doing this, the teacher is able to help the student in modify their behavior, which can affect a variety of areas in their life. Some examples of problem behavior include aggression, property destruction, self-injury and stereotypy (Luiselli, 2012). Scholars have established four functions of behavior: attention, avoidance, sensory and tangible. A behavior assessment looks at the specific
Under the IDEA provision in 2004, schools are required to compose a functional behavior assessment if the child: has a disability, is removed for school for more than ten school days, uses a weapon or drug that could cause serious harm, and partakes in an action which interferes with the learning environment of the classroom (34 CFR §300.530(f)). Functional behavior assessment is extremely important in the field of special education because it allows the teacher to determine the function of the problem behavior in preparation for creating a plan to address the behavior. The knowledge gained from an analysis can be implemented in both the classroom and home, helping teachers as well as parents. The functional behavior assessment also plays a crucial role in helping students with emotional disturbances, as well as many other disabilities that are seen in the field of special education. Research shows that about half of children diagnosed with autism demonstrate a problem behavior including aggression, self-injury or a disruptive behavior (Hagopian, 2007). While many times early intervention plans are implemented, the use of an assessment is extremely influential in helping a child overcome their engrained
The goal of this research was to use studies to determine the most common challenging behaviors in order to improve a behavior assessment and the best course of action after the relationship between behavior and function is learned (Matson, 2011). They evaluated one hundred and seventy three studies in order to form a bar graph of the various behaviors and their functions. Many of these studies contained more than one behavior so researchers created six categories for the challenging behaviors: self-injurious behavior, aggression, stereotypies, property destruction, bizarre or inappropriate speech and disruptive behavior (Matson, 2011). Within those categories, the function of the behavior graphed as well including: attention, escape, sensory, tangible and noncontingent reinforcement (Matson, 2011). Through this review researchers and teams performing FBAs can determine the most effective behavior plan based on prior