SERIES VI ARCHIVE

CLASSROOM MANAGEMENT SERIES

Series VI

Functional Behavioral Assessment

Series VI of Classroom Management is titled Functional Behavioral Assessment.

Functional behavioral assessment is generally considered to be a problem-solving process for addressing student problem behavior. It relies on a variety of techniques and strategies to identify the purposes of specific behavior and to help IEP teams select interventions to directly address the problem behavior. Functional behavioral assessment should be integrated, as appropriate, throughout the process of developing, reviewing, and, if necessary, revising a student’s IEP. A functional behavioral assessment looks beyond the behavior itself. The focus when conducting a functional behavioral assessment is on identifying significant, pupil-specific social, affective, cognitive, and/or environmental factors associated with the occurrence (and non-occurrence) of specific behaviors. This broader perspective offers a better understanding of the function or purpose behind student behavior.

Behavioral intervention plans based on an understanding of "why" a student misbehaves are extremely useful in addressing a wide range of problem behaviors. This new series is designed to provide you with the resources needed to understand the usefulness of functional behavioral assessments and behavioral intervention plans in addressing student problem behavior, as well as what the law requires of school districts with regard to these topics.

The topics that will be covered in this series will include the following:

  • Part I - An IEP Team’s Introduction To Functional Behavioral Assessment and Behavior Intervention Plans
  • Part II (A) - Introduction: Conducting a Functional Behavioral Assessment
  • Part II (B) - A Method for Conducting a Functional Behavioral Assessment
  • Part III - Direct and Indirect Measures of Student Behavior

Part I - An IEP Team’s Introduction To Functional Behavioral Assessment and Behavior Intervention Plans

In this section of Part I we will cover the following areas:

  • IDEA Rights and Requirements
  • IEP Team Roles and Responsibilities
  • Why a Functional Assessment of Behavior is Important
  • Conducting a Functional Behavioral Assessment
  • Identifying the Problem Behavior
  • Possible Alternative Assessment Strategies

Part II (A) - Introduction: Conducting a Functional Behavioral Assessment

This issue of the Classroom Management Series on Functional Behavioral Assessment will cover:

  • Introduction: Conducting a Functional Behavioral Assessment
  • Rationale for Using Functional Behavioral Assessments to Develop Positive Behavior Interventions
  • Functional Assessment is a Team Effort

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

Most teachers recognize that many classroom discipline problems can be resolved by consistently applying standard management strategies..

Part III -Direct and Indirect Measures of Student Behavior

Functional behavioral assessment can be a time-consuming process, one that usually is best accomplished in stages. The functional behavioral assessment process may begin with a series of initial direct and indirect observations (e.g., using a scatterplot) and/or discussions with adults or students who have witnessed the behavior (e.g., functional interviews).

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