The significance of providing behavioral management strategies and interventions among young children who have disruptive and challenging behaviors has been a societal phenomenon and a national concern in the recent years (Powell, Fixsen, & Dunlap, 2007). Many young children in school display challenging and disruptive behaviors in school. Some of the widespread challenging behaviors are lack of concentration and organization skills, attention problems, off task behaviors, disruption in classroom, aggressiveness, impulsive behavior and lack of social skills (McConnell, 2001). If these inappropriate behaviors were not properly assessed and treated, young children’s negative behavior will persist and impact the child’s physical, emotional
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FBA is not a new concept with decades of history traced from applied behavior analysis (ABA) and the application of the principles of reinforcement and stimulus control (Alberto & Troutman, 2009; Barnhill, 2005). However, it represents an important effort to improve the quality of behavioral interventions and planning. As schools organize to meet this requirement and their capacity to meet the behavioral needs of all students, especially students with disabilities, attention must be given to the definitions, features, and uses of Functional Behavioral Assessment. The purpose of this paper is to explore and investigate the effectiveness of Functional Behavioral Assessment (FBA) in addressing children with disruptive behaviors in the school setting.
Statement of the Problem
Educators and Researchers are realizing how understanding the function of problem behavior can help in developing effective behavioral strategies and interventions. However, in spite of this, there are still discrepancies between research and application of FBAs effectiveness in the schools today (Watson & Steege, 2003). The most common problems when conducting an FBA in the schools result from unclear definition of the target behavior and not verifying the hypothesized function of the behavior (Acker et al., 2005). Many teachers and educators within the