Simply known as FBA, Functional Behavioral Assessment is the process of evaluating a problem and coming up with a plan to deal with the problem. It is indicated for individuals, particularly students who depict atypical behavior. Functional behavior assessment steps include identify of the subject, the problem they have, when it began and why they behave in a certain way. After collecting all these data, plans can be made to manage the problem.
FBA was originally designed to assess students showing misbehavior, particularly children with autism or any form of mental retardation. Such individuals tend to display certain behavior in order to capture the attention of those around them. Sometimes, because of existing cognitive abnormalities, they end up behaving inappropriately without knowing.
The first step in FBA is to identify the problem. The individual under study must first be accurately defined. The assessor then takes time to objectively study them in various settings and define their pattern of behavior. This may take quite sometime and one needs to be forbearing in order to come up with a detailed report. Several factors such as culture should be considered in the process.
The next step is to gather information using both direct and indirect methods. Direct assessment involves observing the problem firsthand and taking note of the circumstances surrounding the problem. The indirect method uses the opinion of a third party to assess the behavior of the subject and to get to understand them using a different perspective. The third party is usually a person close to the subject such as parents, teachers, siblings and friends. Various tools can be used in indirect assessment, including questionnaires and interviews.
The third step is formulation of a hypothesis. A hypothesis is a theory that tries to explain why the person being assessed portrays a given kind of behavior. To illustrate this, a student may be performing poorly in class simply because they are not equipped with the required knowledge. One may also intentionally perform dismally as a way of seeking much needed attention.
Following hypothesis formulation, the FBA team has to come up with plans to intervene. The goal is to create awareness and to work at entirely changing the behavior if possible. If dealing with a student, for instance, a team involving the teacher, the parent and any other close association is crucial in addressing the problem. The intervention of an expert can also be considered depending on how deep rooted the problem is.
Assessment concludes with evaluating the processes used and how effective they have been. Again, evaluation is a team effort. All members of the team have to combine their reports after spending a period of time with the subject. Alternatives can be sought if the process is unsuccessful.
In summary, functional behavioral assessment is a process and not a single step. It requires skill, resources and an open mind. This is because conditions may change in the course of the study, which may require the assessor to conduct further assessment before moving to the next step.
FBA was originally designed to assess students showing misbehavior, particularly children with autism or any form of mental retardation. Such individuals tend to display certain behavior in order to capture the attention of those around them. Sometimes, because of existing cognitive abnormalities, they end up behaving inappropriately without knowing.
The first step in FBA is to identify the problem. The individual under study must first be accurately defined. The assessor then takes time to objectively study them in various settings and define their pattern of behavior. This may take quite sometime and one needs to be forbearing in order to come up with a detailed report. Several factors such as culture should be considered in the process.
The next step is to gather information using both direct and indirect methods. Direct assessment involves observing the problem firsthand and taking note of the circumstances surrounding the problem. The indirect method uses the opinion of a third party to assess the behavior of the subject and to get to understand them using a different perspective. The third party is usually a person close to the subject such as parents, teachers, siblings and friends. Various tools can be used in indirect assessment, including questionnaires and interviews.
The third step is formulation of a hypothesis. A hypothesis is a theory that tries to explain why the person being assessed portrays a given kind of behavior. To illustrate this, a student may be performing poorly in class simply because they are not equipped with the required knowledge. One may also intentionally perform dismally as a way of seeking much needed attention.
Following hypothesis formulation, the FBA team has to come up with plans to intervene. The goal is to create awareness and to work at entirely changing the behavior if possible. If dealing with a student, for instance, a team involving the teacher, the parent and any other close association is crucial in addressing the problem. The intervention of an expert can also be considered depending on how deep rooted the problem is.
Assessment concludes with evaluating the processes used and how effective they have been. Again, evaluation is a team effort. All members of the team have to combine their reports after spending a period of time with the subject. Alternatives can be sought if the process is unsuccessful.
In summary, functional behavioral assessment is a process and not a single step. It requires skill, resources and an open mind. This is because conditions may change in the course of the study, which may require the assessor to conduct further assessment before moving to the next step.
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