A systematic way of determining the underlying function or purpose of a behavior so that an effective intervention plan can be developed.
A functional behavioral assessment (or FBA) is a process that identifies a specific or target behavior that interferes with a student’s education. A FBA is needed when the intensity, duration, or type of interfering behavior creates safety concerns or impacts a child’s development and learning. The assessment attempts to designate the particular behavior, identify the factors that support the behavior, and determine the purpose, or function of the behavior. The process leads to an intervention plan which identifies how the team can modify the environment, teach new (or rarely used) replacement behaviors that serve the same function as the problem behavior, while reinforcing appropriate and socially desirable behavior. A functional behavioral assessment requires a signed assessment plan prior to beginning.
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A functional behavior assessment can be used when the intensity, duration, or type of interfering behavior creates safety concerns or impacts a child’s development.
Use the FBA Step-by-Step Practice Guide as an outline for how to plan for, use, and monitor FBA. Each step includes a brief description as a helpful reminder while learning the process.
Use the FBA Implementation Checklist to determine if the practice is being implemented as intended.
The What, Why and How of the FBA.
An FBA can determine the function of the student’s behavior, a critical step in planning an effective intervention. Watch this short movie for a summary of the steps in the FBA process
Looking for behavior function by determining the antecedent and consequence of the behavior.
Asking the million dollar question to determine behavior functions and solutions!
https://theautismhelper.com/mini-training-series-ep-18-how-you-may-be-unintentionally-causing-increases-in-problem-behaviors/
Once you understand the function of a behavior, you're ready to begin identifying and teaching a replacement behavior that serves the same function as the problem behavior.
Differentiating between skill deficit vs skill performance
It's not enough to identify the function of the behavior. We must teach a socially-appropriate replacement that meets the same function.
See the Reinforcement page for more great information on using effective reinforcement strategies
Students may need a great deal of initial prompting when learning and being encouraged to use a new skill, but we don't want to make our students prompt dependent
This packet contains all of the FBA documents you will need in one pdf
In order to understand the function of a behavior, we need to understand what occurs right before the behavior, and what occurs immediately after the behavior that makes it likely to occur again.
We use event sampling to collect data on low-frequency behaviors.
It's not enough to know how frequently a behavior occurs. You may also need to understand how long a behavior event lasts.
In order to develop an effective intervention plan, you've got to identify if the student already has the replacement behavior in their repertoire or not, and then you understand how the student is or isn't using the new behavior.
The tool, and instructions on how to complete. Seek the support of a school psychologist for guidance.
An assessment tool for the assessment of behavior function for one, clearly defined behavior. Seek the support of a school psychologist for guidance.
An on-line, pdf filler document for the Questions About Behavioral Function, a tool for the assessment of behavior function for one, clearly defined behavior. Seek the support of a school psychologist for guidance.
16 rubrics to track challenging behaviors. The rubrics focus on common classroom obstacles such as transitions, using technology, and recess. There are also 3 rubrics for general school behavior to track behavior throughout the whole day.