Functional Behavioral Assessment Essay

When a student who has a disability’s educational placement is changed due to challenging behavior, a functional behavior assessment must be conducted. Functional behavior assessment (FBA) is used to aid in the development of behavior intervention plans (BIP’s). In a functional assessment, the type and the source of reinforcement for problem behaviors are used as a basis for intervention efforts that are designed to increase occurrence. Functional analysis can also be used to determine the specific function of a behavior, but FBA’s are more commonly used, especially in school settings. In a functional analysis (FA), antecedents and consequences that represent those in the person’s natural environment are arranged so that their effects on the problem behavior can be observed and measured. The difference between a functional analysis and functional behavior assessment is that the assessment establishes a connection between the behavior and antecedent or the consequent variables, but a functional analysis identifies informal relationships. For this reason, a functional analysis is seen to be a more valid tool for identifying the function of a behavior; however, there are limitations to using a functional analysis. This method may momentarily strengthen the problem behavior or result in the behavior acquiring new functions. Federal mandates like IDEA 2004 and school reforms such as Positive Behavioral Interventions and Supports (PBIS) have played a role in the increase of the

Functional behavior assessments are very useful to teachers because they will help to identify reasons for inappropriate behaviors of a student. Not only will the assessment peal back the layers of a student's behavior but it can also reveal how to change the inappropriate behavior. Students with disabilities will have inappropriate behaviors in order to communicate with the teacher and adults involved in their day. These behaviors could appear for something as simple as the disabled students refuses to write down what they were asked to, because they are not able to spell or write a word. Students without disabilities may also behave in an inappropriate way because they may not be able to spell or write a word. The functional behavior assessment will guide a teacher to know what subject or even what part of a subject is challenging to a student.

Cole’s mother and English teacher completed BASC II scales. The BASC II measures a student’s emotional, behavioral, and adaptive functioning. The score that is used for the scale is the T-score. The T-score indicates the distance of a score from the norm group mean. The BASC II has a mean T-score of 50 with a standard deviation of 10. Scores ranging 60 to 69 are considered to be in the At-Risk range. The T-scores that are 70+ are in the Clinically Significant range. On the Adaptive Scale portion of the BASC II, the T-Scores that are from 30 to 39 are in the At-Risk range. The T-scores that are below 29 are in the Clinically Significant range.

Another program would be the applied behavior analysis department (ABA) this program provides behavior diagnostic services to the children with developmental needs. This program is also connected to the board certified behavior analysts (BCBA). The BCBA are intense therapy treatment that is based on scientifically tested behavioral principles and procedures. The ABA involves steady evaluation of treatment progress and clinical decision-making based on each child. ABA is the only treatment approach with rigorous scientific evidence to support its effectiveness as both comprehensive and focused treatment. The psychology services pay attention to attention deficit hyperactivity disorders, autism spectrum disorders, developmental delays, behavioral; disorders, learning disabilities, intellectual disabilities, and difficulties associated with genetic disorders. They start evaluating the students by reviewing their historical background and looking at their past academic history. The Child Development Clinic (CDC) is another program that is provided. It is a multidisciplinary clinic that includes a psychologist and social worker. The psychologist may administer rating scales, cognitive, language, and/or developmental screeners as well as the Autism Diagnostic Observation Schedule-2 (ADOS-2). Afterwards, the psychologist provides the family with a diagnosis (there may be more than one),

|The duration of this behavior is exhibited daily in 3 out of 6 class periods. |

List two potential problems that a nurse may discover in an assessment of each age group.

List two potential problems that a nurse may discover in an assessment of each age group.

The B A.T. clinical team met Mikey’s mother, Susy on September 22nd , 2016. On this date the B.A.T. clinical team conducted an indirect functional assessment, which consisted of a parent interview and review of ABA services in relation to Mikey. The clinical team gathered information regarding Mikey’s history (as outlined in the above section) and inquired about the challenges they encounter, including any behaviors that are of concern. Mikey was also present in the home during this visit.

Anthonio “Tony” Ceja is a fifteen-year, six-month old male diagnosed with Autism (ASD) per Psychological Assessment evaluation administered 2003, by an Inland Regional Center Psychologist.

The B.A.T clinical team met John’s mother, Terese and Father, John II on October 3rd, 2016, at Terese’s home. On this date the clinical team conducted an indirect functional assessment, which consisted of a parent interview and a review of ABA services in relation to John. The clinical team gathered information regarding John’s history (as outlined in the section above) and inquired about the challenges they encounter, including all behaviors that are of concern. John was present during the visit.

Content area I: Assessment, includes the task list items I-02: Define environmental variables in observable and measurable terms and I-04: Design and implement the full range of functional assessment procedures (Behavior Analyst Certification Board, 2012). My submission for this content area is the Functional Behavior Assessment (FBA), which was completed in SPE 568. This artifact demonstrates how to use measurable and observable terms to define environmental variables, and effectively design FBA procedures.

The B.A.T clinical team met with Lukas, his parents, Mr. Josh Sherfey and Mrs. Melissa Sherfey, and his brother Logan on October 3rd, 2016, at their home. On this date the clinical team conducted an indirect functional assessment, which consisted of a parent interview and a review of ABA services in relation to Lukas. The clinical team gathered information regarding Lukas’s history (as outlined in the section above) and inquired about the challenges they encounter, including and behaviors that are of concern.

Functional behavioral assessment In the field of Applied Behavior Analysis (ABA), it is crucial to collect as much data as needed before creating an appropriate intervention for problem behaviors. In order to do this, a functional behavioral assessment (FBA) can be done. According to Cooper, Heron, and Heward (2007), an FBA is a systematic method of assessment for gathering information pertaining to the function that a problem behavior serves for an individual.

There are considered to be five functions of behavior. These functions include: attention, escape, medical, sensory and tangible. A proper intervention of challenging behavior cannot take place without first understanding the function of a behavior. When it comes atypical students, "Common functions of behavior in a school setting include gaining attention (negative or positive), escape/avoidance (difficult academic tasks, social situations), and a need for predictability/safety" (Adams, 2009). The use of an A-B-C data sheet can help to track behavior in order to determine the function of a behavior. A-B-C stands for Antecedent, Behavior and Consequence. An example of when an A-B-C data sheet would be used is when after collecting data on a student, you notice that she tends to have a tantrum every day during recess. The use of the A-B-C data sheet will allow a teacher to determine why the tantrums are continually taking place during

Applied Behavior Analysis (ABA) is one of the most misunderstood methods of reinforcement. ABA also is referred to as ‘behavior modification’, which is the main contributor of the negative connotation with this method. ABA is the application of behavioral learning principles to change behavior (Woolfolk 256). Applied Behavior Analysis can be very successful in the classroom if done correctly. However, to begin this, one must study a student to decide what reinforcers will best work to modify the behavior.