Functional behavior assessment (FBA) is derived from applied behavior analysis (ABA), which is focused on determining specific environmental events or stimuli that are linked with behavior, both appropriate and problematic forms. The purpose of an FBA is to zero in on a behavior and identify the operant function of the behavior. In schools, problem behaviors are often given consequences that actually reinforce the behavior, so by identifying the function of a behavior we can determine why it is still occurring and thus how to modify or stop the behavior (Carr, 1977). FBAs are done on an individual basis with consideration of the specific context the behavior is occurring in. Although several students may be displaying the same problematic behavior, the behavior may be serving
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Asmus, Vollmer, and Borrero (2002) explain how FBA methods are being used in schools and homes in order to recommend effective and lasting behavioral interventions for children with problem behaviors.
The important utility of FBAs is that by indicating what the function of a child’s behavior is, we can use this data and directly link it to interventions centered on reinforcement-based procedures that will evoke adaptive behaviors. Treatments derived from FBAs focus on three concepts: extinction, differential reinforcement, and non-contingent reinforcement. Additionally, school personnel can also modify antecedent events that may be encouraging problematic behavior. Asmus et al. (2002) describe the school-based FBA model involving 3 main phases and additional sub-components. The three main phases are descriptive assessment, functional analysis and treatment evaluation, and parent and teacher training. This model requires collaboration across researchers, school personnel, and parents to help develop and implement an appropriate and effective intervention. During phase one, a meeting is held with all involved parties and parents and teachers are asked during interviews
Asmus, Vollmer, and Borrero (2002) explain how FBA methods are being used in schools and homes in order to recommend effective and lasting behavioral interventions for children with problem behaviors.
The important utility of FBAs is that by indicating what the function of a child’s behavior is, we can use this data and directly link it to interventions centered on reinforcement-based procedures that will evoke adaptive behaviors. Treatments derived from FBAs focus on three concepts: extinction, differential reinforcement, and non-contingent reinforcement. Additionally, school personnel can also modify antecedent events that may be encouraging problematic behavior. Asmus et al. (2002) describe the school-based FBA model involving 3 main phases and additional sub-components. The three main phases are descriptive assessment, functional analysis and treatment evaluation, and parent and teacher training. This model requires collaboration across researchers, school personnel, and parents to help develop and implement an appropriate and effective intervention. During phase one, a meeting is held with all involved parties and parents and teachers are asked during interviews