FUNCTIONAL BEHAVIORAL ASSESSMENTS
Technically,
FBA is required only when students with disabilities become the subjects of
school disciplinary proceedings.
Best
practice is to use the process throughout the Special Education decision making process
If
there is a behavioral concern, an FBA should be part of a comprehensive
evaluation
- WISC-III
- WIAT
- BASC
- CBC’s
- Work Samples
- Interviews
- Home Observation
- Interpersonal relationships
Positive
behavioral interventions and supports are precisely the purpose for which FBA
is developed.
Core
of Positive Behavioral Interventions/support is the inclusion of student with
"high spirited" behavior in general curriculum as much as possible
and allowing student to manage his or her own behavior.
FBA
helps to describe a problem and also describe or help to explain why it is
occurring.
FBA
describes the function served by the behavior. In other words why is the child
behaving as he or she is.
EXAMPLE
Child with significant skill
deficits (ability/achievement) may inappropriately misbehave to
remove
instructional demands.
Bottom Line::
FBA
asks 1) What’s the problem
2) Why is it happening
3) How do we fix it
4) Did
the intervention
work?
If it did, GREAT. If it didn’t, start the process over!!!!