An important aspect of education is the ability to maintain proper classroom decorum. The ability to employ correct assessment protocol is essential for providing behavioral management for individual students and the classroom. The various steps in assessment and implementation of a Functional Behavioral Assessment (FBA) for disruptive classroom behavior will be discussed and clarified in this essay.
Proper FBA Assessment
Couvillion, Bullock and Gable (2009, p. 218) considers it essential for educators to follow logical order in preparation of a FBA due to the intricacies and nuances of the individual nature of intervention. Moreover, this is especially vital for neophyte teachers, as Couvillion et al. (pp. 220-221) records only eight percent of educators in their first year have had exposure or training in FBA preparation in contrast to sixty two percent by their tenth year.
Zirpoli (2008, p. 235) notes that there are seven necessary steps in the creation of a proper FBA. The first step is to correctly and deliberately define the undesired behavior as a constant issue that requires correction via a FBA. Couvillion et al. (p. 223) notes physically aggressive behaviors, chronic classroom problems and verbally aggressive behavior as the three most commonly reported reasons that lead to a FBA. Educators must be cognizant of other problematic behaviors that may warrant intervention such as self-abuse, property destruction and social isolation or withdrawal. This in essence requires recording the observed behavioral disturbance. The educator will create a log of documenting and identifying the precise behavior along with time and duration of the incident. For example, a graph or checklist can be used to confirm and establish a patt...
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...vioral disabilities of the individual student that may interfere with test results (pp. 39-40). The value of criterion-referenced assessment in providing useful data depends on how closely the assessment reflects actual curricula used in the classroom (p. 40). Albeit the criterion-referenced method is a best practice, criterion-referenced is not nearly as accurate and valuable for creation of a FBA in contrast to FBA assessment due to the concern of not evaluating individual behavioral or social abilities and intervention (pp. 44-45).
Conclusion
In summation, the concept and necessary steps in creation of a FBA have been discussed extensively in the essay. Furthermore, examples of assessment methods for each step of intervention are reviewed. In addition, FBA assessment was contrasted with standard assessment methodology in relation to students with special needs.
Tan, C.S. (2007). Test Review Behavior assessment system for children (2nd ed.). Assessment for Effective Intervention, 32, 121-124.
George has unruly behavior that affects other students in the classroom, not only that George’s behavior is disruptive, but his behavior is disruptive to his fellow classmates. George’s behavior became disruptive from the point where he strikes at his fellow students, and throws paper and his books at the classroom floor whenever he gets angry. George’s disruptive behavior affect and it also interferes with his fellow students listening to the presentation from the teacher. George behavior can lead to other student outbursts and can also result in the student getting a lower grade due to inattentive during classroom activities.
Although a specific formula for performing a functional behavioral assessment remains unknown the basic principles include gathering information regarding the target behavior, interpreting the data and formulating a hypothesis, testing the hypothesis and development of the behavior intervention plan. The functional behavior assessment is typically a group approach that is created within the student's individual education plan team. Team members can consist of teachers, counselors, and behavior analysts. This team will work together to collect and analyze data and then form the behavior intervention plan.
All schools have rules and regulations that students need to follow. Schoolwide Positive Behavior Intervention and Support (SWBIS) is an intervention plan that engages positive behavior and supports social behavior. By implementing SWBIS into a school system, disciplinary action is equal for each student. Therefore, “Schools that promote prosocial, cooperative behavior and academic success are central to preventing problem behavior” (Martella, Nelson, Marchand- Martella, and O’Rilly, 2012, 309). To insure that SWBIS is effective, there is a three-step tier that help categorize student’s behaviors, and allows teachers to create enough data on these behaviors. “In any school, three types of students can be identified: typical students not at
According to Special Education Guide (2013), Functional Behavioral Assessment (FBA) is a measure of the Positive Behavioral Support (PBS) required by IDEA 2004 with the use of effective classroom management and structured classroom discipline ceases majority of disruptive behavior, but for some students will need more assistance to remain in class to prosper. With the use of direct and indirect assessments will allow analyzing findings to determine behavior intervention plans that are suitable for the student. An example of a direct assessment will be to chart occurrences of disruption, time and location of disruption, and what was the trigger that resulted for disruption. With indirect assessment is to interview all those who work with the
A behavioral intervention plan is a plan that is based on the results of a functional behavioral assessment or FBA. It should include at minimum a description of the problem behavior, specific hypotheses as to why the problem behavior occurs and an intervention strategy that includes positive behavioral support and any services to address the behavior. Each plan should be designed for a specific child to try and help that child learn to change his or her behavior. Plans should be designed to teach and reward positive behaviors that can help prevent or stop problem behaviors in school.
The topic of today’s reading was the ABCs of Behavior. For one of the assigned readings, Starting with ABA, Dr. Lovaas studied a group of 59 children with autism and examined the best ways for them to learn. He discovered that 19 of the children who received 40 hours a week of ABA therapy had the best outcomes, and within that group, a 47% became indistinguishable from their typical peers by first grade. Therefore, if ABA teaching techniques were used intensively during the formative years, fewer children required services after the first grade, through adulthood. Also this reading mentioned another form of ABA, the Verbal Behavior (VB) approach, this builds on all the ABA research but also enhances a child’s ability to learn functional language. VB adds an Applied Behavior Analysis approach to teach all skills, it is a fairly new and popular approach that has actually emerged from the basic teachings of ABA. But, it was not until 1998 that parents of children with autism got interested in the VB approach, and the Assessment of Basic Language and Learning Skills (ABLLS). The ABLLS is a great tool for a consultant trained in the VB approach, but for a parent without any background in ABA, it can be very overwhelming. Nonetheless, the popularity of this book among parents led to a significant shift to the discrete-trial teaching (DTT) or Lovaas approach towards VB. In DTT, the therapist presents a demand, gets a response, and then gives a consequence (a reward or punishment). The VB works on the same principles of demands, responses and consequences, but the approach is different. As appeared on the second reading, The ABCs of ABA, every behavior contains three parts: the antecedent (A), which is what happens just...
Schools are in great need of systems, processes, and personnel who are able to support the needs of students with problem behavior. Research indicates, however, that (while I am a big, fat cheater) information has not been made available to teachers and other professionals in a format that allows these strategies to become common practice. Many teachers choose isolated behavioral strategies that are not applied immediately after the problem behavior has occurred.
Proof of this is displayed in the fact that the teacher creates personal behavior sheets for each student, based on the individuals IEP and needs. This assessment allows the teacher, and IEP team, to track the student’s progress. The teacher informed me that each student is aware of the behavior items on his/her list; when a new behavior is introduced, they practice it with the student before adding it to his/her daily behavioral sheet. In addition, I am learning a great deal about the way this teacher is able to break down situations to help students with EBD master coping skills. Doing this effectively requires the teacher to understand that “each learner’s cognitive, linguist, social, emotional, and physical development influences learning and knows how to make instructional decisions that build on learners’ strengths and needs” (InTASC Sub Standard 1e). For example, when the previous student was struggling with being accountable for pushing another student at recess, the teacher forced the student to self-reflect on the situation at hand; this method required the student to identify where he made his mistakes and then think through the coping skills previously learned in class that he could/should use in the future if a similar problem arises. Finally, I am observing a great deal on the importance of communication amongst additional professionals and parents. Doing this effectively requires that the teacher “collaborates with families, communities, colleagues, and other professionals to promote learner growth and development” (InTASC Sub Standard 1c). For example, the teacher assures all parents are informed of his/her child’s behavior progress by sending home the daily
Grading and testing is usually a mandatory part of teaching. Most schools let the teachers decide how and when to test, as long as the letters A, B, C, D, or F appears on a student’s report card. Teachers may not like the fact that some failing grades will have to be given, but as long as their way of grading is fair to every student, it is something that they will have to deal with. There are many methods of measuring a student’s ability to accomplish a task. However, many students freeze under normal testing procedures and may need to be evaluated in another manner. Also, it is important for teachers to understand fair grading procedures so students can best benefit from effective tests. By knowing the main ways of measuring student achievement, and proper formats for grading, students can be evaluated correctly. (Fairtest, 98)
“Technology-Enabled and Universally designed Assessment: Considering Access in Measuring the Achievement of Students with Disabilities- A foundation for Research” is an article that was written at the Invitational Research Symposium on Technology-Enabled and Universally Designed Assessments meeting. This meeting was “focused on the emerging and dynamic field of technology-enabled assessments (TEA) and the principles of universal design for assessment as they relate to students with disabilities.” (Almond, Winter, Cameto, Russell, Sato, Clarke-Midura, Torres, Haertel, Dolan, Beddow, & Lazarus, 2010, p.4) The paper was written by researchers from many different fields, all of whom had a background in education, phycology, and children with disabilities, assessments, or technology in education.
RTI is a multi-tiered approach to provide interventions and monitor students progress in order to help students that are struggling learners (The National Center for Learning Disabilities, n.d.). School counselors can be on the team to provide intervention support and monitoring of students to support students’ academic success. Another current trend is Positive Behavioral Interventions & Supports (PBIS). PBIS is also a multi-tiered approach that is used to teach positive behavioral expectations within the school and classroom (U.S. Office of Special Education Programs, 2016). The primary level focuses on prevention by teaching positive behavior to all students in the form of curriculum (U.S. Office of Special Education Programs, 2016). While the secondary and tertiary levels are meant to provide interventions that reduce the occurrences, severity, and intensity of current problem behaviors (U.S. Office of Special Education Programs, 2016). School counselors could be put in the lead position to implement this into the school setting and supporting teachers with the implementation of the
In addition, testing or evaluations selected and administered to children with disabilities must be racially and culturally nondiscriminatory according to Salvia et al (2017). To the highest extent that is feasible, students must be assessed in their native language or primary mode of communication. When a test is given, it must be validated for the specific purpose for which it is being used, and it must be administered by trained personnel in conformance with the instructions provided by the test producer. Tests must include those designed to provide information about specific educational needs, not just a general intelligence quotient. Evaluations should be made by a multidisciplinary team that includes at least one teacher or other specialist with knowledge in the area of suspected disability. Children should be assessed in all areas related to a specific disability, including where appropriate health, vision, hearing, social emotional status, general intelligence, academic performance, communicative skills, and motor skills. Overall, a fair and comprehensive assessment should be made on each child that strikes a balance so that so decisions about the child are based on more than their performance on a single test or evaluation and is fair and
Growing up as a bilingual child I never realized that there was more to a language than the obvious difference. Of course I could tell the difference between English and Spanish, but what I did not realize was that the two languages had a set of sounds that were specific to that language. This of course applies to all languages and not just the two that I speak. According to Dr. Elena Izquierdo, phonology is the sounds of a language, the rules that govern those sounds. Phonology directly dictates how a person learns a language. All babies are born with the ability hear all the different sounds of any language. Their brains are receptive to learn which ever language he/she is to grow up with. At about the age of 10 to 12 month babies begin to tune out other language sounds, sounds that will not be part of the language he/she will speak (Franco). These sounds are called phonemes and they are the smallest unit of sound that exists within a language. As a child learns their native language, many of the sounds they can produce become developmental; however, the child can hear that specific sound even without being able to produce the sound themselves. Learning a second language, however, differs from this because a child past the age of 12 months has already discriminated against the sounds of their native language. Take English for example, when a kindergarten aged child first learns to read or write, they will use more consonant sounds because to them consonants are more consistent, but a Spanish speaking child will use vowels to guide their learning (Izquierdo). Spanish has only five definite vowel sounds whereas standard English has 11...
Pierangelo, R. A., & Giuliani, G. A. (2013). Assessment in special education: A practical approach. (10th ed.). Upper Saddle River, NJ: Pearson.