Human behavior is as varied as the number of unique finger prints. Functional behavior assessment, also known as FBA, is an approach used to identify unique problems, especially among students. It methodically attempts to know why a person has certain behavioral tendencies and how this behavioral patters can be altered to fit societal norms and standards. Functional behavior assessment steps are systematic and should be keenly followed.
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.
Firstly, the FBA team is faced with the task of defining the problem. A single observation is not enough to conclude that someone is problematic. The team needs to study the individual in question over a period of time, under a variety of conditions. The assessment team should take into consideration background factors such as culture, race, religion and so on.
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 fifth and last step is to analyze the outcome of intervention. Just as was done in data collection, direct and indirect techniques are used as tools of analysis. The team involved in intervention needs to provide comprehensive feedback regarding the fruitfulness of the process. Outcome can also be assessed by merely observing the subject and noting any positive changes.
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.
Firstly, the FBA team is faced with the task of defining the problem. A single observation is not enough to conclude that someone is problematic. The team needs to study the individual in question over a period of time, under a variety of conditions. The assessment team should take into consideration background factors such as culture, race, religion and so on.
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 fifth and last step is to analyze the outcome of intervention. Just as was done in data collection, direct and indirect techniques are used as tools of analysis. The team involved in intervention needs to provide comprehensive feedback regarding the fruitfulness of the process. Outcome can also be assessed by merely observing the subject and noting any positive changes.
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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