Functional Behavioral Assessment

Many children have inappropriate behaviors; some of these behaviors cannot be controlled while others have not learned positive ways to express their needs. Behavioral challenges, like educational challenges are to be addressed within the three tier structure. Before a student is referred for special education, teachers must indicate the interventions that have been implemented and document that these interventions were not successful. When a student is exhibiting challenging behavior, a behavioral assessment can be beneficial in developing a behavioral intervention plan that can reduce problematic behavior, while including positive behavior supports.

According to IDEA 1997, when a student’s problem behavior impedes their learning or the learning of others, or when a student’s behavior presents a danger to their selves or others, or when a student’s suspension or placement in an interim alternative educational setting approaches 10 cumulative days a functional behavior assessment should be conducted.

A functional behavior assessment is a comprehensive and individualized strategy to identify the purpose or function

Indirect assessment includes interviewing the classroom teacher and parents, reviewing data in school records, and checklists (Overton, page 276). Some indirect assessments include Achenbach System of Empirically Based Behavior (ASEBA) that includes a parent, teacher and youth self report. The behavior assessment system for children second edition (BASC) is a rating scale for parents and teachers to complete, a developmental history form from parents and a self report for students ages 8-25. All methods are useful and serve a different purpose in increasing the positive behaviors of a student in school. When indirect methods are used with direct observation an effective behavioral intervention strategies can be