Independent Evaluations: What Are They and When Do You Need Them? 2 of 4
Written by Dr. Rory Panter, Licensed Psychologist
In some instances, students display problematic behaviors that interfere with their ability to learn the skills they need to be successful. In such cases, a Functional Behavior Assessment (FBA) should be conducted by a trained professional. A student’s behaviors can be shaped or modified when the variables affecting these behaviors are understood and effectively altered. A Functional Behavior Assessment (FBA) is a systematic procedure that is used to identify problem behaviors and the specific circumstances under which the behaviors are more likely and less likely to occur. Functional Behavior Assessments are based on the principles of Applied Behavioral Analysis (ABA). An FBA is the process of determining the causes (or “functions”) of behavior before developing an intervention. The intervention is then based on the hypothesized causes (functions) of behavior. Understanding why a behavior occurs facilitates a more targeted and effective intervention. The results of an FBA are used to develop a Behavior Intervention Plan (BIP), which includes positive behavior supports to decrease problematic behaviors while increasing desired (or replacement) behaviors related to the functions of behavior.
In order to perform an FBA, detailed steps must be taken to gather all the pertinent information. First, a target problem behavior(s) should be identified and defined. What specifically does the behavior look like? This description should be given in observable, measurable terms. Information is then gathered via indirect methods, such as gaining a thorough history of the student (e.g., educational, social, medical, and developmental). A multi-method assessment is used, in which information is gathered from multiple informants (e.g., teachers, caretakers, and the child), settings (e.g. home and school), and domains (e.g. academic, social-emotional, and behavioral). Specific information is then gathered via direct observation of the student. This observation should take place in settings and situations in which the target behavior is both typically observed, to form the basis of comparisons. A key component of the FBA is taking data on the behaviors during the observation. A Functional Analysis may also be completed as part of the FBA. This is a scientific way of testing how various factors or conditions impact the occurrence of the problem behavior. The evaluator examines the antecedents and consequences involved to gain more detailed information.
The goal is to determine the functions (purpose) of the behavior(s) (i.e. Why the behavior occurs). After an FBA is completed, a detailed report is provided, which includes a description of the procedures used, information and data gathered, and comprehensive recommendations.
Based on the functions of the target behavior(s), intervention strategies can be developed that are linked to the assessment results. A Behavior Intervention Plan (BIP) can be developed to teach or reinforce positive behaviors while decreasing problematic behaviors. A BIP typically includes the following components: skills training to increase the display of appropriate behaviors; changes that will be made in the classroom (or other environments) to reduce or eliminate problem behaviors; strategies to replace the problem behaviors with appropriate behaviors that serve the same function(s) for the student (replacement behaviors); and supports for the student to use the identified appropriate behaviors.
For our next installment, we will explore Program Evaluations.
