A Functional Behavioral Assessment (FBA) is used to help with children’s negative behavior. At PIC, we call it looking at the ABC’s of behavior. That is what is the Antecedent (what leads up to the behavior). What is the Behavior (the actual act) and what are the Consequences (what does the behavior result in for the child). Once a FBA is conducted, a Positive Behavior Intervention Plan is developed to teach more appropriate behaviors. A FBA is usually done through interviews and observations of the child. Though there is no formal FBA, there is a process that should be followed.
Let’s take Amy for instance. Amy is a 3rd grader who ends up in the principal’s office every afternoon for hitting a classmate. After a week’s worth of visits, the teacher requests a FBA. She tells the evaluator that Amy can be a little restless, but for the most part is not a disruption during class. The evaluator observes Amy for two days. She observes her in the classroom environment and out at recess. She notes that Amy displays negative behaviors (fidgeting, outbursts, etc.) when she’s called upon by the teacher. However, she notices that Amy becomes very agitated when it’s time for silent reading. On both days, when the children were instructed to get their books out to do silent reading, Amy would hit the student who chose the seat next to her. So, looking at the situation, the evaluator forms the conclusion, that Amy may be struggling with reading (the antecedent being reading) and that she is being disruptive (the behavior) so that she gets to leave the room and thus avoiding doing silent reading all together (the consequence). From this, a plan can be developed to help Amy with her reading needs, as well as to help her to better express herself when she needs help. |
This page was last updated on January 19, 2004 by Ted Bergeron
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