Functional Behavior Analysis
According to Gresham, Watkins, and Skinner’s article in 2001, Functional Behavior Assessments: Principles, Procedures, and Future Directions, “the FBA was designed to help schools determine the appropriateness of services and placement, identify positive interventions to reduce the undesirable behavior, and develop appropriate behaviors to replace the inappropriate ones”. In addition, the article defined the FBA as an organized methods and strategies to collect antecedent data, behavior data, and consequential data to determine the function of the behavior. “The function of behaviors refers to a purpose that behavior serves for the individual. Behavioral functions typically fall into five categories: social attention, access to tangibles to
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The first function is “Attention”, in which a student may demonstrate problem behaviors in order to gain attention from peers or adults. For example, in order for a student to get peers or adults to laugh, play, look, or scold them they may demonstrate inappropriate behaviors. “While it might seem strange that a person would engage in a behavior to deliberately have someone scold them it can occur because for some people it’s better to obtain “bad” attention than no attention at all” (Cooper, Heron & Heward, …show more content…
According to Team-based Functional Assessment and Intervention Planning: A Simplified Teaming Process in 2005, “Function-Based Strategies directly address the function of the problem behavior and are expected to improve behavior” (Scott, Liaupsin, & Nelson, 2005). Neutral Strategies are defined by the authors as “unrelated to function of the problem behavior; this may be a good behavior management strategy, but may not be effective in improving behavior” (Scott, Liaupsin, & Nelson, 2005). Contraindicated Strategies was the third intervention method described by Scott (2005) as a way to “provide access to maintaining consequence following problem behavior and is likely to make the problem worse”. However, the most critical interventions strategy that educators can use is Function-Based strategies. The authors defined this strategy as “directly address the function of the problem behavior by providing a way to access the maintaining reinforcement by engaging in appropriate behavior or preventing access to the reinforcement following problem behavior” (Scott, Liaupsin, & Nelson,
The first function is “Attention”, in which a student may demonstrate problem behaviors in order to gain attention from peers or adults. For example, in order for a student to get peers or adults to laugh, play, look, or scold them they may demonstrate inappropriate behaviors. “While it might seem strange that a person would engage in a behavior to deliberately have someone scold them it can occur because for some people it’s better to obtain “bad” attention than no attention at all” (Cooper, Heron & Heward, …show more content…
According to Team-based Functional Assessment and Intervention Planning: A Simplified Teaming Process in 2005, “Function-Based Strategies directly address the function of the problem behavior and are expected to improve behavior” (Scott, Liaupsin, & Nelson, 2005). Neutral Strategies are defined by the authors as “unrelated to function of the problem behavior; this may be a good behavior management strategy, but may not be effective in improving behavior” (Scott, Liaupsin, & Nelson, 2005). Contraindicated Strategies was the third intervention method described by Scott (2005) as a way to “provide access to maintaining consequence following problem behavior and is likely to make the problem worse”. However, the most critical interventions strategy that educators can use is Function-Based strategies. The authors defined this strategy as “directly address the function of the problem behavior by providing a way to access the maintaining reinforcement by engaging in appropriate behavior or preventing access to the reinforcement following problem behavior” (Scott, Liaupsin, & Nelson,