Functional Behavioral Assessment, FBA, is designed to identify, evaluate and devise an intervention plan to the behavior of a given individual. It is mostly used for students who behave in an unusual manner. The approach aims at getting to the root cause of the problem and creating an appropriate team to intervene. Functional behavior assessment steps enumerate the who, what, how, why, where and when is the problem at hand.
Students with general learning disability were the original targets in this assessment. It was easy to point out autistic students due to the odd personality they manifested. Being able to identify them early helped a great a deal in addressing both their social and academic issues in a comprehensive manner.
Knowing the exact problem at hand is the very first step in this process. It takes time and objectivity to know that the subject is exposed to different environments including culture, politics and religion among other factors. The assessor therefore needs to combine all these factors to come up with a pattern of behavior.
The next step is to gather information using both direct and indirect methods. Direct assessment involves observing the problem firsthand and taking note of the circumstances surrounding the problem. The indirect method uses the opinion of a third party to assess the behavior of the subject and to get to understand them using a different perspective. The third party is usually a person close to the subject such as parents, teachers, siblings and friends. Various tools can be used in indirect assessment, including questionnaires and interviews.
The third step is formulation of a hypothesis. A hypothesis is a theory that tries to explain why the person being assessed portrays a given kind of behavior. To illustrate this, a student may be performing poorly in class simply because they are not equipped with the required knowledge. One may also intentionally perform dismally as a way of seeking much needed attention.
Following hypothesis formulation, the FBA team has to come up with plans to intervene. The goal is to create awareness and to work at entirely changing the behavior if possible. If dealing with a student, for instance, a team involving the teacher, the parent and any other close association is crucial in addressing the problem. The intervention of an expert can also be considered depending on how deep rooted the problem is.
The final step in FBA is to evaluate the effectiveness of the intervention. Data collection from close contacts and direct observation are the main tools used in analysis. If the intervention proves fruitless, the team needs to re-evaluate and come up with a different approach.
In summary, FBA is a process that calls for resourcefulness, skill, patience and objectivity while at it. It has five main steps including problem establishment, collecting data, hypothesis formulation, planning for intervention and assessing the effectiveness of the entire procedure. While these may appear all organized, one should be aware of the changing environment during the study and to make appropriate adjustments towards achieving success.
Students with general learning disability were the original targets in this assessment. It was easy to point out autistic students due to the odd personality they manifested. Being able to identify them early helped a great a deal in addressing both their social and academic issues in a comprehensive manner.
Knowing the exact problem at hand is the very first step in this process. It takes time and objectivity to know that the subject is exposed to different environments including culture, politics and religion among other factors. The assessor therefore needs to combine all these factors to come up with a pattern of behavior.
The next step is to gather information using both direct and indirect methods. Direct assessment involves observing the problem firsthand and taking note of the circumstances surrounding the problem. The indirect method uses the opinion of a third party to assess the behavior of the subject and to get to understand them using a different perspective. The third party is usually a person close to the subject such as parents, teachers, siblings and friends. Various tools can be used in indirect assessment, including questionnaires and interviews.
The third step is formulation of a hypothesis. A hypothesis is a theory that tries to explain why the person being assessed portrays a given kind of behavior. To illustrate this, a student may be performing poorly in class simply because they are not equipped with the required knowledge. One may also intentionally perform dismally as a way of seeking much needed attention.
Following hypothesis formulation, the FBA team has to come up with plans to intervene. The goal is to create awareness and to work at entirely changing the behavior if possible. If dealing with a student, for instance, a team involving the teacher, the parent and any other close association is crucial in addressing the problem. The intervention of an expert can also be considered depending on how deep rooted the problem is.
The final step in FBA is to evaluate the effectiveness of the intervention. Data collection from close contacts and direct observation are the main tools used in analysis. If the intervention proves fruitless, the team needs to re-evaluate and come up with a different approach.
In summary, FBA is a process that calls for resourcefulness, skill, patience and objectivity while at it. It has five main steps including problem establishment, collecting data, hypothesis formulation, planning for intervention and assessing the effectiveness of the entire procedure. While these may appear all organized, one should be aware of the changing environment during the study and to make appropriate adjustments towards achieving success.
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