Functional behavioral assessment is necessary tool in Applied Behavior Analysis field. In this paper I will discuss my area of interest. I will also discuss Functional Behavioral Assessment testing instrument in school setting. I will discuss the false negatives, false positives, hits and miss of interpreting and the validity of FBA. Including, FBA in relations to cultural divers students.
FUNCTIONAL BEHAVIORL ASSESSMENT
In the field of Applied Behavior Analysis (ABA) one of the first assessments a therapist conducts is a Functional Behavior Assessment (FBA). Since the inclusion of the Individuals with Disabilities Education Act 1997 occurred there has been an increase in the amount of functional behavioral assessments in …show more content…
Functional behavior assessments are designed to help individuals with adaptive behaviors, behavior problems, lacks discipline, and demonstrates low/inappropriate social skills. Interventions can be designed based on the functional behavioral assessment results that best meets the clients/students needs. Interventions are needed to modify the negative behaviors (Weber, 2005). With providing the most effective interventions for the client/student can reduce future occurrences of the behavior while re-directing and teaching more socially acceptable behaviors (Hendricks, …show more content…
A miss rate is the proportion of people a test or measurement procedure fails to identify accurately with respect to the possession or exhibitation of a attribute, behavior, characteristic, or trait; a miss in this content is inaccurate classification or prediction; may be subdivided into false positives and false negatives (Cohen, 2013). If a functional behavior assessment is conducted on an English speaking student the “hit rate” would indicate the student possessing the behaviors needing to be evaluated. If functional behavior assessments are conducted on multicultural students the “miss rate” could potentially fail to identify accurately with respect to exhibiting the classifications of behaviors needed to be corrected. Additionally, if a student was placed in English speaking classroom but had limited English proficiency an no support the demands present could cause problem behaviors to occur. Furthermore, placing the student in an English of Other Language (ESOL) classroom the student would comply and behavior improve. When conducting FBA on multicultural student’s school administers and behavior specialist should consider any adaptations necessary to have a more accurate and effective FBA and behavior intervention (Salend,
FUNCTIONAL BEHAVIORL ASSESSMENT
In the field of Applied Behavior Analysis (ABA) one of the first assessments a therapist conducts is a Functional Behavior Assessment (FBA). Since the inclusion of the Individuals with Disabilities Education Act 1997 occurred there has been an increase in the amount of functional behavioral assessments in …show more content…
Functional behavior assessments are designed to help individuals with adaptive behaviors, behavior problems, lacks discipline, and demonstrates low/inappropriate social skills. Interventions can be designed based on the functional behavioral assessment results that best meets the clients/students needs. Interventions are needed to modify the negative behaviors (Weber, 2005). With providing the most effective interventions for the client/student can reduce future occurrences of the behavior while re-directing and teaching more socially acceptable behaviors (Hendricks, …show more content…
A miss rate is the proportion of people a test or measurement procedure fails to identify accurately with respect to the possession or exhibitation of a attribute, behavior, characteristic, or trait; a miss in this content is inaccurate classification or prediction; may be subdivided into false positives and false negatives (Cohen, 2013). If a functional behavior assessment is conducted on an English speaking student the “hit rate” would indicate the student possessing the behaviors needing to be evaluated. If functional behavior assessments are conducted on multicultural students the “miss rate” could potentially fail to identify accurately with respect to exhibiting the classifications of behaviors needed to be corrected. Additionally, if a student was placed in English speaking classroom but had limited English proficiency an no support the demands present could cause problem behaviors to occur. Furthermore, placing the student in an English of Other Language (ESOL) classroom the student would comply and behavior improve. When conducting FBA on multicultural student’s school administers and behavior specialist should consider any adaptations necessary to have a more accurate and effective FBA and behavior intervention (Salend,