Applying Functional Behavioral Assessment Approach - Essay Example

Running Head: Functional Behavioral Analysis Name Course Instructor Date Introduction Disruptive behavior among school children is an unfortunate reality that teachers constantly encounter throughout all levels of education. It is estimated that 7% of adolescents and children (roughly 2 students in class of 30), exhibit serious behavioral problems that warrant some kind of intervention (O’Neill and Stephenson, 2010). This estimate is not inclusive of certain infractions for instance noncompliance, defying orders and passive off-task behavior such as staring through the window as in the course of the lesson. Ryan et al (2008) asserts that whether such challenging behaviors are simply annoying or aggressive they attract the attention of other students and teachers and consequently disrupt the learning process. In order to eliminate such circumstances, it is important to understand two basic principles of behavior. The first one is that challenging behavior is caused by the interaction of the child with his/her environment. Therefore, in order to correct such inappropriate behavior educators are required to first identify the behavior and secondly to change the specific elements of the environment that contribute to the behavior such as curricular, instructional and classroom variables. The second principle is that every challenging behavior has a given function, purpose and meaning for the child. This paper presents a rationale for applying Functional Behavioral Assessment (FBA) approach to correct challenging behavior in school children. It will describe several components of FBA used to identify challenging behavior. It will further look at the contribution of FBA towards effective behavior management strategies and techniques. Functional behavior Researchers across the globe have come to the consensus that the terms functional refers to causes of behavior. The term was first used by Skinner, an American social philosopher and behaviorist, who used it in the context of ‘causes of behavior’. He deliberately discarded the terms causes and effects and replaced them with ‘functional’ so as to precisely talk about behavior similar to what mathematicians and other scientists refer to their subject matters (O’Neill and Stephenson, 2010). Skinner and subsequent researchers have constantly stressed the importance of identifying elements of the environment which are functionally related to behavior. Indeed, adaptive as well as maladaptive behaviors have a functional relationship to consequences and antecedents. The self injurious and severe behavior of individuals with developmental disabilities came in the lime light and received much attention in the late 1970’s and early 1980’s. This prompted development of a systematic program for conducting functional assessment. This protocol requires that patients with challenging behavior be selected and classified based upon ‘function’ and not other factors (Chandler and Dahlquist, 2010). In behavioral analysis literature, function has been used in two distinct ways; first is to convey the impact of the behavior upon the environment as well as the purpose of the behaviors in the life of the individual and second is to explain the relationship between the behavior and the environment (Ryan et al, 2008). Both uses of the term provide a relevant functional analysis about the existence of a challenging behavior. With the knowledge about functional behavior, several noteworthy studies have been conducted in order to provide systematic empirical investigations of the influences of the environment towards problem behavior. Besides that, they have laid a foundational ground for comprehensive methodologies of functional analysis. Functional Behavioral Assessment is one of the most commonly used methodologies to identify the causes of socially inappropriate and maladaptive behavior and ways of alleviate it though teaching replacement behavior rather than the traditional methods which suppressed such behavior through punishments. Within this approach, causes are first sought from an individual’s immediate environment as well as his/her history. Causes based upon psychodynamic processes and intrapsychic variables are less considered in this methodology. The assessment outcome provides an analysis of ways the individual acquired the behavior and how it is presently maintained and supported by the learning environment. In functional assessment, individuals are not diagnosed based on symptoms of psychodynamic processes as outlined in the DSM-IV but they are instead classified by the function (cause). Relevant intervention or treatment is given based on the functional category (Ryan et al, 2008). Identification of function of behavior According to Hanley et al (2003), functions of behavior, which are the controlling environmental variables, are identified through the assessment process known as functional analysis. Once the variables or functions have been identified, they can be manipulated and relevant interventions implemented to change the behavior. There are five general steps when carrying out a functional analysis: Step 1: Functional interview The researcher conducts the interview on two people who have been directly involved with the student who suffers the challenging behavior and have at one time witnessed the behavior. In addition, a Functional Assessment Screening Tool (FAST) is completed by the interviewees. Step 2: Direct observation In this step, information is collected by observing the targeted behavior. Elements measured in this step include sequence analysis (antecedents, behavior and consequences), frequency of occurrence (number of times the behavior occurs), rate of occurrence (frequency per unit time), latency (time duration between stimulus and a response and duration (length of time the behavior lasts). Step 3: Experimental manipulations This step is conducted if the functions of the behavior are not out rightly obvious and were not observed in step 1 and 2 and also if the behavior is quite severe. Functions are empirically tested. The student under investigation is put under different conditions including demand, play, alone and attention. The observer observes how the student behaves under these conditions (Chandler and Dahlquist, 2010). Step 4: Functional analysis summary The functional analysis summary form is filled using information collected from step 1 through 3. Step 5: Behavior lesson plan An intervention is chosen based on the procedural steps discussed above. Thereafter, an intervention lesson plan sheet is formulated so as to reduce the challenging behavior. Extent to which understanding the function of challenging behavior contribute to effective behavior management techniques and strategies Barnhill (2005) maintain that, there are numerous ways in which challenging behaviors can be used to develop behavioral strategies that can be used to encourage children change their behavior. These strategies are greatly delivered by way of consultation process to the teachers. For instance, a student who normally acts out for attention could be made to receive attention for alternative behavior or in other cases the teacher can increase the attention given to this particular child throughout class time. It is quite evident that understanding the various function of challenging behavior widely contributes to effective behavior management strategies and techniques. Evidently, challenging behavior is considered to be meaningful especially in the child growth. According to Barnhill (2005), through challenging behavior that usually attracts one attention, one can be able to come up with strategies that greatly attempts to change annoying circumstance by way of understanding the two key principles of behavior (Chandler and Dahlquist, 2010). Teachers need to understand the kind of environment students interact with and by so doing he can be able to change the various irrelevant aspects that contribute to the child challenging behavior (Barnhill, 2005). The use of functional assessment enables teachers to greatly understand the various functions of challenging especially in the use of functional behavioral assessment (FBA). Bambara and Kern (2005) maintain that, understanding challenging behaviors enable a teacher to widely access the interaction which exists between a child environment as well as his behavior. This is considered as an important aspect that is used to enhance efficiency as well as effectiveness behavioral support for children through creating links between intervention and behavior function. Further, effective behavior management techniques as well as strategies can be attributed by understanding the function of challenging behavior through ensuring that descriptive information is gathered. Information should greatly relate to antecedents which are events within an environment and consequences are events that immediately occurs after a certain challenging behavior (Bambara and Kern, 2005). Why teachers need to know a student behavior as a way to achieve positive behavior change It is important for a teacher to know why a student behaves in a certain way in order to achieve positive behavior change. Through understanding why a particular child is behaving in a certain way, a teacher may be able to come up with behavior management techniques as well as strategies that will not only be of help to this particular student but also to other student in future that may experience the same problem (Bambara and Kern, 2005). It is further important for teachers to understand that challenging behavior has a purpose and it is meaningful since it serves an important function in a child growth. Having a background on why a student is behaving in a certain way enable a teacher to understand as well as determine student educational needs which in turn assists them in developing effective programs so as to meet the outlined needs. Kern and Dunlap suggest that FBA is considered to be most effective when a teacher understand why a student is behaving in a certain way. Through knowing why a particular student is behaving in a particular way, a teacher is able to change student undesirable behaviors thus decreasing unnecessary referrals to special education. According to Kern and Dunlap (1998), knowing why children behave in certain ways can assist educators in determining whether a Childs needs warrant services beyond the outlined general educational curriculum. In addition, background knowledge on a child behavioral aspect can assist the teacher in using a functional approach that will greatly access a child behavior through focusing on his/her classroom condition and how this condition could be influenced by motivation, curriculum and environment. This kind of knowledge facilitates effective observation which in turn encourages a teacher to think what is a more desirable behavior on these particular children is. Kern and Dunlap (1998) maintain that, teacher should be very keen at understanding why a particular student is behaving in a certain way so that they can be able to adapt a functional behavioral assessment that will be of help in analyzing the relationship that exists between various environmental variables as well as child behavior((Bambara and Kern, 2005). Conclusion Evidently, many children live in various community environments that have an adverse impact on their readiness for school. The environment may include infestation of illegal drugs, family loss of meaningful employment as well as an increase in single parent households causing children to engage in challenging behavior within a class. It is for such reason that education researchers have adopted various functional assessment approaches that assist them in understanding the relationship that exists between a student behavior and various events that have occurred in that student environment. For effective adaptation of various functional behavior approaches, it is important for educators to understand the function of a behavior identified and how behaviors can be used to contribute to effective behavior management techniques and strategies within a classroom. References Bambara, L., & Kern, L. (2005). Individualised supports for students with problem behaviours. Designing positive behaviour plans. New York: Guilford Press. Barnhill, G. (2005). Functional behavioural assessment in schools. Intervention in School and Clinic, 40, 131 – 143. Chandler, L. K., & Dahlquist, C. M. (2010). Functional assessment: Strategies to prevent and remediate challenging behavior in school settings. Upper Saddle River, N.J., Merrill Prentice Hall. Hanley, G., Iwata, B. and McCord, B. (2003). Functional analysis of problem behavior: A review. Journal of applied behavior analysis. Volume 36, Issue 2, p. 147-185. Kern, L., & Dunlap, G. (1998). Developing effective program plans for students with disabilities. Des Moines IA: Iowa Department of Education. O’Neill, S. and Stephenson, J. (2010). The use of functiona behavioral assessment for students with challenging behaviors: Current patterns and experience of Australian practitioners. Australian journal of educational nad developmental psychology. Volume 10, Issue 1, p. 65-82. Ryan, A. Halsey, H. and Matthew, W. (2008). Using functional assessment to promote desirable student behavior in schools. Teaching exceptional children. Volume 35, Issue 5, p. 8-15. Read More