Functional Behavioral Assessment Paper

When one reads the “Functional Assessment and Program Development for Problem Behavior: A Practical Handbook” by Robert E. O’Neill. One will find what Functional Behavior Assessment is, the levels of Functional Behavior Assessment, the main features, the main reasoning of what Functional Behavior Assessment is, what problem behavior is, Response class, when, where, why, and mostly the steps and tools of Functional Behavior Assessment. FBA is Functional behavioral assessment that identifies the events that maintain and predict students that have problem behaviors. The results of a hypothesis statement that describes are: what is the concern of behavior? What are the conditions where is it most and where is it lease likely to happen? What reinforcements take place
The main reason of a Functional behavioral assessment is help the efficiency and effectiveness in the behavioral support. It is important in knowing the contextual information i.e. where, when, and whom. The Statue law has help this take place by placing the IDEA act 2004 with the professional accountability (n.d., (2013). One will find that there are many levels of the FBA and those are: 1) Informal Functional Behavioral Assessment this is done in the school by staff or teachers as well as in a normality daily problem solving, 2) Level 1 (Basic FBA) this is completed by a trained member in the school and it typically involves brief observations and interviews, 3) Level 2: Complex FBA is completed by a trained behavioral member of the district or school this too is typically completed by observations and interviews, last by not least 4) Level 3: Functional Analysis ; this is completed by a trained behavior analyst and includes direct observations, systematic manipulation of conditions, and interviews (O’Neill, R.E., (2015). With each of these goals in FBA they all focus on the same thing and that is wanting to stop the behavioral outburst before it happens and working with the student through the