Using Functional Assessment to Promote Desirable Student Behavior in Schools

Principles of positive behaviour supports: using the FBA as a problem-solving approach to address challenging behaviours beyond special populations

“…Another advantage of the FBA is that it assists school personnel to develop a better understanding as to the reason behind the challenging behaviour. In addition, it may reveal the circumstances which may set the stage for the behaviour(s) to occur (i.e., antecedents) and reinforce the continued demonstration of the behaviour (i.e., consequences ;Hendley 2007;Ryan, Halsey, and Matthews 2003). With the data accrued, educators can establish a behavioural statement (i.e., A-B-C statement) to serve as a succinct description of the function of the behaviour and allow the development of an appropriate intervention that places a premium on communication and skill building rather than coercion and punishment (Winter and Preston 2006).…”

“…The FBA serves as an investigative process to accurately and reliably ascertain the function of the challenging behaviour. Functions of behaviour can be placed into two main categories -to obtain or escape a specific condition/situation/item (Ryan, Halsey, and Matthews 2003). Once the function of the challenging behaviour has been accurately identified and the conditions impacting its demonstration understood, educators can develop a BIP that appropriately reinforces the desired behaviour with greater accuracy and social validity (Kennedy 2002).…”

“…Often these individuals are aware of or have observed the student's challenging behaviour first hand and can provide critical information, such as the individuals present in the environment prior to the challenging behaviour (e.g., specific students in the cafeteria). When interviews are structured and objective, the FBA team can collect critical points of interest, such as events that immediately preceded the demonstration of the behaviour (Barnhill 2005;Gresham, Watson, and Skinner 2001;Ryan, Halsey, and Matthews 2003;Umbreit et al 2007;Wheeler and Richey 2010).…”

“…The behavioural statement is expressed in the A-B-C format indicating the components antecedent, behaviour, and consequence. The A-B-C statement describes the preceding events or conditions that are present prior to the demonstration of the challenging behaviour and the consequences which occur immediately after the behaviour that reinforce the likelihood the student will continue to use the behaviour (Ryan, Halsey, and Matthews, 2003). For example, Patricia, a general education fourth-grade student, has difficulty with composition and is currently performing at a second-grade level.…”

“…Bullock as a problem-solving approach for students in the general education setting and prior to special education referrals (Quinn et al 2001). Ryan, Halsey, and Matthews (2003) discussed human behaviour and how behaviours are used to attain a specific goal. Often challenging behaviours, when demonstrated by students, are the result of the lack of awareness of socially acceptable alternatives, skill deficits, or appropriate behaviour that has never become sufficiently reinforced for it to become the desired behaviour (Wheeler and Richey 2010).…”