Functional Behavior Assessment

Today's schools are having an increased number of multicultural and multilingual learners from diverse social and economical backgrounds. Teachers and community agencies serve learners with a different motivation for engaging in learning, performing positively, and achieving academically. Social and emotional learning gives a foundation for safe and positive learning and develops learners' ability to succeed in school, careers, and life. Studies show that the social and emotional learning not only develops achievement by an average of 11 percentile points, but it also enhances the pro-social behaviors (such as kindness, sharing, and empathy), develops learner attitudes toward school, and condenses depression and stress among students (Durlak,

Students with strong social and emotional learning skills involve their self more in the classroom, have positive manners, accepted by classmates, and given more instructions and encouraging feedback by teachers. Without social and emotional learning skills, adolescent children are more likely to dislike school and perform weakly on academic tasks (Raver & Knitzer, 2002). In the same way, that assessment is important for realizing the students' academic learning, it is also important for recognizing students' social and emotional learning. A well-designed social and emotional learning program includes not only evidence-based curriculum and instruction, but also clear objectives, standards, and tools for general and targeted screening and progress monitoring. In the functional behavior assessment, the tester examine why a certain behavior occurs, this examination does not have to be complex or time-consuming, it can be developed and carried out by the ECE or regular education instructor. In this examination, the information that the tester gather is more important than the tool he/she used (El

Social and emotional screening is a method used to detect and monitor signs that show whether a young child may be delayed in aspects of social and emotional development, such as communication, autonomy, affect, and interaction with people. The screening method is not intended to serve as an analysis for the child—but rather to carefully and accurately notify the importance of the next steps, such as more in-depth of social and emotional assessment, further monitoring, or other. Screening tools usually take the form of series of questions or checklists used to track children’s development relative to signs achieved by a larger group of children of the same