BM-K3: Understanding of the need for utilizing formal and informal assessment strategies in obtaining information necessary for educational and behavioral programming for individual students.
BM-K4 Understanding of the rationale, components, operation and evaluation of the program models in which they are working.
BM-S1 Ability to document change in learner behavior in both academic and social areas.
BM-S2 Ability to observe and record pupil behavior utilizing different social rating systems.

Introduction to Finding an Effective Strategy: Using Functional Behavioral Assessment (FBA)

Educators of all levels face a growing number of student behaviors that challenge effective classroom instruction. Fortunately, most students respond to standard strategies for addressing potentially challenging behavior (e.g., classroom rules, verbal praise, reprimands, and loss of privileges). But for some students-with and without disabilities-these classroom management techniques do not produce the desired outcomes and may even worsen a difficult situation.

Addressing behaviors that are particularly challenging can be a difficult. What you assume to be the source of a challenging behavior or the solution to a challenging behavior might be incorrect, as overlooked factors may have important roles in the student's behavior. A solution is often a complex equation that is difficult to sort through to find an effective response. A proven approach in identifying the function of a behavior for a student and using that identification to develop effective intervention strategies is called Functional Behavioral Assessment (FBA). It enables a team of educators to systematically understand the context of the student's behavior, the behavior itself, and the function of the behavior in order to identify interventions that work.

In this unit you will learn about FBA as a team process that considers a wide variety of factors in its pursuit of effective intervention strategies for challenging behaviors. Your role as a paraprofessional in this process may be limited. However, understanding the process will help you to recognize when a teacher or IEP manager is describing different aspects of the FBA. It will also reveal factors affecting a student's behavior.

Objectives

As you read the objectives for this unit, think about and rate your current knowledge using the following scale.

1. I do not understand this.
2. I do understand this.
3. I understand this well enough to use in my work.
4. I could teach others about it and use it in my work.

Upon completion of this unit, you will be able to:

• Understand the rationale for using Functional Behavior Assessment.
• Understand the steps involved in doing a Functional Behavior Assessment.
• Be able to observe and record data about pupil behavior using four different strategies.
• Understand basic information about Behavior Intervention Plans (BIP).

References

Adapted from Gable, R. A., Quinn, M. M., Rutherford, R. B., Howell, K. W., & Hoffman, C. C. (1998). Addressing student problem behavior - Part II: Conducting a functional behavioral assessment (3rd ed.). Washington, DC: American Institute of Research, Center for Effective Collaboration and Practice. Available from the AIR Web site from http://www.air.org/cecp/fba/default.htm

The Para eLink is sponsored by the Minnesota Paraprofessional Consortium, in collaboration with the Minnesota Department of Education, located at the Institute on Community Integration in the College of Education and Human Development at the University of Minnesota.

E-mail us with questions and comments about this site.

© 2001-2003 by the Regents of the University of Minnesota. The University of Minnesota is an equal opportunity educator and employer.
This page last modified
URL
Online Privacy Statement