Functional Behavioral Assessment
Functional behavioral assessment (FBA) is a tool teachers can use with students who have emotional or behavioral disorders, or other types of disabilities and also display behavioral setbacks. FBA is useful for students with ADHD, as well. This strategy involves determining the consequences, backgrounds, and setting events that preserve inappropriate behaviors displayed in the classroom (Hallahan & Kauffman & Pullen, 165). Examples of frequently displayed functions of inappropriate behaviors are avoiding work and to gain attention from peers or adults.
The reauthorized IDEA requires that a Functional Behavioral Assessment be conducted if the behavior is a display of the disability. It is best practice to administer the assessment for any student who has a disability and displays a specific problematic behavior that is impeding their learning (North Carolina Public Schools, 2015).
Components of FBA
Any functional behavior assessment needs to include the following steps: identify and define the specific problematic behavior, collect information about the occurrence of the behavior, systematic data collection, interviews with parents, child, and staff, identification of the prior events and consequences surrounding the behavior, identification of the function of the behavior, and the development of a hypothesis about the behavior. After the assessment is complete, interventions can be put into place to address the specific problematic behavior observed.
According to Hallahan, Kauffman, and Pullen in 2015, research has led to the belied that using FBA can be highly effective for students with ADHD.
The reauthorized IDEA requires that a Functional Behavioral Assessment be conducted if the behavior is a display of the disability. It is best practice to administer the assessment for any student who has a disability and displays a specific problematic behavior that is impeding their learning (North Carolina Public Schools, 2015).
Components of FBA
Any functional behavior assessment needs to include the following steps: identify and define the specific problematic behavior, collect information about the occurrence of the behavior, systematic data collection, interviews with parents, child, and staff, identification of the prior events and consequences surrounding the behavior, identification of the function of the behavior, and the development of a hypothesis about the behavior. After the assessment is complete, interventions can be put into place to address the specific problematic behavior observed.
According to Hallahan, Kauffman, and Pullen in 2015, research has led to the belied that using FBA can be highly effective for students with ADHD.
Using FBA along with Contingency-based Self- management
FBA is often used in combination with contingency-based self-management approaches. This means that people keep track of their own behavior and then receive consequences or rewards based on their behavior. For example, a teacher may have students monitor how many times they get out of their seats during independent reading time.
These strategies used together have been proven to be effective in increasing on-task behaviors (Hallahan & Kauffman & Pullen, 165).