Functional Behavior Assessment Paper

Functional behavior assessment is the process of collecting information regarding problem behaviors in a student due to physical and environmental issues (O’Neill, Albin, Storey, Horner, & Sprague, 2015). The process for the functional behavior assessment allows teachers and administrators to develop a research based plan to assist students with behavioral issues to overcome those issues in the classroom. This assessment shifts the focus of behavioral problems from the punishment mindset, to preventative behavioral strategies. The functional behavior assessment provides interventions to the student, so they may redirect their attention to academics, as oppose to self-stimulus activities; it is through the self-stimulating activities that may cause

the behavior problems in the classroom.
After a student has been referred for an evaluation because of behavioral problems, the first strategy begins with the interview process. Interviews of the student, parents, teachers, and any other individual that may come in contact with the student during the day, are a process to determine if the student has ongoing issues that may cause the behaviors, or if something new has taken place in the student’s life, such as a divorce, move, new medications, etc., that may be causing the student glitches in their everyday routine. During the functional assessment interview, the interviewer asks the student and other relevant persons questions about their behaviors such as why they feel they are producing the improper behaviors, what triggers the child to act the way they do, and how does the child respond to different stimuli in the classroom. The desired outcomes of the assessment are a clear description of the problem behavior, the immediate antecedents that predict when the behaviors will occur, the setting in which the problems occur, the consequences that maintain the problem behaviors, and to develop am hypothesis as to why the behaviors occur (O’Neill et al., 2015).
The next step in the process is to observe the student in their environment. The student needs to be placed in the environment where the behaviors are more likely to take place, and least likely to take place. In doing this, one can identify triggers that produce the behaviors, and look at the environment that allows the student to feel comfortable so there are no negative behaviors. This also allows observation of the student in social settings, to identify how the student reacts to peers and adults alike. During this observation, there may be a need for manipulation of the environment so that it can trigger the desired effects of the behaviors. In trying to manipulate the environment, the researcher needs to be aware of safety issues for the students and others involved.
After the research has been done, the next logical step is to implement a plan that would best be suitable for the student in the desired environment.

A major part of successfully implementing the plan is to get teachers and administration “on board” with the details of the behavior plan. At times, the teachers may need to change how they approach the student in the classroom and this can be difficult for seasoned teachers to change how they do things in the classroom. The goal would be for the teacher to identify the problem from the behaviors that the student is displaying, and then use the strategies given from the assessment for intervention. The teacher would then follow the steps on the behavior intervention plan, and then give positive reinforcement when the behavior was changed. During this process, adjustments can be made if the given strategies are found to not work.
The functional behavior assessment can be a great tool to use to help deter negative behaviors in the classroom, though, there may be other assessments needed to help identify certain issues, such as medical, or environments outside of school. As with anything, the child’s best interest needs to be a major concern for everyone

involved.