Strategies for Developing and Carrying out Functional Assessment and Behavior Intervention Planning
There has been a significant growth in number of students referred for and receiving special education services. Also, discipline problems continue to effect student learning. A large proportion of special education includes learning disabilities and severe behavior problems. The prevention and early detection of disruptive and aggressive behavior has important mental health and academic implications. Students who show a high degree of disruptive and aggressive behavior in elementary school are at a greater risk for special education programs. Students who are identified as having aggressive behavior are at a higher risk of developing anxiety and depression later in life. This article's focus is on function based support but for school employees who are not experts in this area.
According to the article, schools attempt to implement function based interventions but often rely on one person to conduct the FBA and develop the interventions. This is problematic because there are more students who need interventions and this cannot be addressed single handily by one person. There can be students who need an FBA but are not getting serviced because the responsibility relies on one single person. Another issue that comes into play is having outside individuals conduct an FBA on a child. This individual may not know the child well or know the teachers well enough or be familiar with the school. This can result in an inaccurate FBA or intervention plan that cannot be implemented or does not fit the school culture. I find this to be true because we have outside agencies come into our district to conduct FBA's and with the help of the social worker they will develop intervention plans but many times the interventions are not feasible due to the lack of knowledge of our school culture. The article recommends a team approach to FBA and behavior support plan development.
A team based approach to FBA and behavior support plan development will rely on the knowledge of the teachers and staff that work with the child regularly. A behavior support team can consist of an administrator, behavior specialist, academic specialist, and one teacher. An academic specialist can be a special education teacher. The individual who takes the role of the behavior specialist needs to understand various methods of the FBA and the development of behavior support plans based on identified functions. They also must be skilled in interviewing and observation collection. The behavior specialist and academics specialist will work together making sure to meet the needs of the struggling students in both academics and behavior. The school behavior support team will identify students in need of intervention, provide interventions, and monitor students who receive interventions. Students may receive group interventions or one on one interventions. For this system to be successful, schools need an efficient and effective request for assistance system. Teachers and other staff that the student works with need to be informed of the process for the system to be successful. This is successful when teachers are part of the process. It allows decision making for the classroom teacher. Using this type of system allows the team to determine the problem and if its is related to social behavior, academics, or both. Involving the whole team in the process will help students become successful with their FBA and hold accountability to the whole team and make amendments when needed.
Scott, T. M., Anderson, C. M., & Spaulding, S. A. (2008). Strategies for developing and carrying out functional assessment and behavior intervention planning. Preventing school failure, 52(3), 39-49
According to the article, schools attempt to implement function based interventions but often rely on one person to conduct the FBA and develop the interventions. This is problematic because there are more students who need interventions and this cannot be addressed single handily by one person. There can be students who need an FBA but are not getting serviced because the responsibility relies on one single person. Another issue that comes into play is having outside individuals conduct an FBA on a child. This individual may not know the child well or know the teachers well enough or be familiar with the school. This can result in an inaccurate FBA or intervention plan that cannot be implemented or does not fit the school culture. I find this to be true because we have outside agencies come into our district to conduct FBA's and with the help of the social worker they will develop intervention plans but many times the interventions are not feasible due to the lack of knowledge of our school culture. The article recommends a team approach to FBA and behavior support plan development.
A team based approach to FBA and behavior support plan development will rely on the knowledge of the teachers and staff that work with the child regularly. A behavior support team can consist of an administrator, behavior specialist, academic specialist, and one teacher. An academic specialist can be a special education teacher. The individual who takes the role of the behavior specialist needs to understand various methods of the FBA and the development of behavior support plans based on identified functions. They also must be skilled in interviewing and observation collection. The behavior specialist and academics specialist will work together making sure to meet the needs of the struggling students in both academics and behavior. The school behavior support team will identify students in need of intervention, provide interventions, and monitor students who receive interventions. Students may receive group interventions or one on one interventions. For this system to be successful, schools need an efficient and effective request for assistance system. Teachers and other staff that the student works with need to be informed of the process for the system to be successful. This is successful when teachers are part of the process. It allows decision making for the classroom teacher. Using this type of system allows the team to determine the problem and if its is related to social behavior, academics, or both. Involving the whole team in the process will help students become successful with their FBA and hold accountability to the whole team and make amendments when needed.
Scott, T. M., Anderson, C. M., & Spaulding, S. A. (2008). Strategies for developing and carrying out functional assessment and behavior intervention planning. Preventing school failure, 52(3), 39-49
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