Functional Behavior Assessment and Behavior Support Plan
Running Head: Functional Behavior
Functional Behavior Assessment and Behavior Support Plan
Section One: Behavior Analysis and Support
Challenging behavior that occurs within a student population can be a serious issue. It can affect the learner’s education and interfere with the learning of other students. Fortunately, there is a systematic process for educators to use to address problem behaviors. With the reauthorization of the Individuals with Disabilities Act (IDEA) in 1997, schools were mandated to use Positive Behavior Support (PBS) to address behavior issues. In alignment with this mandate, schools are required to use Functional Behavior Assessments (FBA) and Behavior Support Plans (BSP) when addressing students with behavior challenges.
The Significance of FBA FBA embraces many factors that are important to education. First and foremost, FBA provides the educator with a methodical process to define, understand, and measure maladaptive behavior in students. The practice of FBA goes beyond simply identifying the problem behavior. With FBA, the function of the behavior is identified, along with the antecedent, the environment and setting events that bring on the behavior. A second important factor of FBA is that it provides a method that schools can easily incorporate to understand the student’s behavior and create positive interventions to address these issues. Yet another merit of FBA is that it is research-supported due to the fact that is it founded on Applied Behavior Analysis.
The Significance of BSP Challenging behavior can present problems to educators, families and other students. One way of addressing these behaviors is to create a BSP, which is essential because it is a “proactive action plan to address behavior(s) that are impeding learning of the student or others” (PENT). In other words, it provides a positive and clear cut way for educators to manage maladaptive behaviors. BSP is also
Functional Behavior Assessment and Behavior Support Plan
Section One: Behavior Analysis and Support
Challenging behavior that occurs within a student population can be a serious issue. It can affect the learner’s education and interfere with the learning of other students. Fortunately, there is a systematic process for educators to use to address problem behaviors. With the reauthorization of the Individuals with Disabilities Act (IDEA) in 1997, schools were mandated to use Positive Behavior Support (PBS) to address behavior issues. In alignment with this mandate, schools are required to use Functional Behavior Assessments (FBA) and Behavior Support Plans (BSP) when addressing students with behavior challenges.
The Significance of FBA FBA embraces many factors that are important to education. First and foremost, FBA provides the educator with a methodical process to define, understand, and measure maladaptive behavior in students. The practice of FBA goes beyond simply identifying the problem behavior. With FBA, the function of the behavior is identified, along with the antecedent, the environment and setting events that bring on the behavior. A second important factor of FBA is that it provides a method that schools can easily incorporate to understand the student’s behavior and create positive interventions to address these issues. Yet another merit of FBA is that it is research-supported due to the fact that is it founded on Applied Behavior Analysis.
The Significance of BSP Challenging behavior can present problems to educators, families and other students. One way of addressing these behaviors is to create a BSP, which is essential because it is a “proactive action plan to address behavior(s) that are impeding learning of the student or others” (PENT). In other words, it provides a positive and clear cut way for educators to manage maladaptive behaviors. BSP is also
References: Jones, Kevin. (2005). Functional Behavior Assessment. Lee, S (Ed.) Encyclopedia of school psychology, 214-216. Thousand Oaks, CA: Sage Reference. Retrieved February 8, 2012 from http://go.galegroup.com.library.gcu.edu:2048/ps/i.do?action=interpret&id=GALE%7CCX3453000110&v=2.1&u=canyonuniv&it=r&p=GVRL&sw=w&authCount=1 PENT, (n.d.) Behavior Support Plans. Retrieved February 13, 2012 from http://www.pent.ca.gov/beh/bsp/bsp.htm Quinn, M., Gable, R., Rutherford, R., Nelson, C. & Howell, K. (n.d.) FBA/Problem Behavior. The center for effective collaboration and practice. Retrieved February 13, 2012 from http://cecp.air.org/fba/problembehavior/strategies.htm Wheeler, J. ,& Richey, D. (2010). Behavior management: Principles and practices of positive behavior supports (2nd ed.). Columbus, OH: Merrill.