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Functional Behavioral Assessment - Coggle Diagram
Functional Behavioral Assessment
Reasons for conducting Functional Behavioral Assessment.
Practical
One way to use limited resources to make effective and efficient decisions about how and when a student's behavior can be changed.
Legal
Legislation requires that regardless of diability, children removed fro education programming or placements for disciplinary reasons receive appropriate functional behavioral assessment and behavioral intervention services to ensure that the behavioral violation does not reoccur.
Ethical
Students presenting severe behavioral problems in the schools represent only 1 to 5 percent of a school's population, these problems result in more than 50% of the incidents reported in school and consume large amounts of educators' and administrators' time and energy.
Individual Factors Affecting Behavior
Learning Problems
Self-efficacy and motivation
Physiology
Contextual Factors Affecting Behaviors
Family-Based Factors
Poverty
Family Compensation
Family Interaction
School-Based Factors
Peer Relationships
Cultural Influences
Effective Schoolwide System
Ensure that students from diverse cultures are truly exhibiting emotional/behavioral disorders rather than culturally based behavior.
Provide respectful, culturally appropriate services.
Implement culturally and linguistically competent assessment procedures.
Recruit professionals of various cultural, ethnic, and linguistic groups.
Provide preservice and inservice training to professionals in modifications of practice that better address the characteristics of students with emotional/behavioral disorders who are from various cultural, ethnic, or linguistic groups.
Create a welcoming climate where students from various cultural, ethnic, and linguistic groups feel valued, respected, and physically and psychologically safe.
Enhance the cultural knowledge base of professionals, clients/students, and the public at large.
Changeable Family Factors Influencing Student Achievement
Parental Expectations and attributions
Structure for learning
Home affective environment
Disciplinary orientation
Parental participation in education
Problem Identification
Collect background information
List target behaviors
Select target behaviors
Define target behaviors
Measure target behaviors
Putting it all together
Problem Investigation and Analysis
Identify conditions that predict the behavior
Identify skill deficits and communicative intent
Academic Skills
Behavioral Skills
Communication skills
Understanding the functions of behavior
Assessing the functions of behavior
Identify replacement behaviors, problem-free times, and potential motivators
Intervention Plan Development and Implementation
Link assessment to intervention
Select intervention components
Modify predictors
Distant predictors
Precursor behaviors
immediate predictors
Address Skill Deficits and communicative intent
Behavioral skill deficits
Academic skill deficits
Communicative intent
Modify Maintaining consequences
Develop and Implement the behavior intervention plan