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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).
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.
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