Series VI - Part II (B) - A Method for Conducting a Functional Behavioral Assessment

FUNCTIONAL BEHAVIORAL ASSESSMENT

Series VI - Part II (B) - A Method for Conducting a Functional Behavioral Assessment

Introduction

Most teachers recognize that many classroom discipline problems can be resolved by consistently applying standard management strategies. Strategies proven to be effective include:

  • teaching students how to comply with well-defined classroom rules
  • providing students more structure in lessons
  • making strategic seating assignments
  • posting a class schedule, to mention a few.

These proactive procedures can sometimes even alleviate the need for more intensive interventions. Today, many teachers learn about other solutions to the problems they face through teacher assistance or intervention assistance teams. Regardless of the source of this information, school personnel generally should introduce one or more standard strategies before seeking to initiate the more complex, and often time-consuming, process of functional behavioral assessment. A formal assessment usually is reserved for serious, recurring problems that do not readily respond to typical discipline strategies, impede a student’s learning, or have been ongoing.

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