IDEA requires educators to conduct a Functional Behavior Assessment in order to form a hypothesis as to WHY a youngster engages in a challenging behavior. The WHY, or FUNCTION that the challenging behavior serves becomes the focus WHAT should be done about the problem.
A Functional Behavior Assessment (FBA) is intended to be a document that guides educators into making data-based decisions about how to help a youngster become more socially and academically successful in school. However, too frequently the intent of a Functional Behavior Assessment and the reality of a Functional Behavior Assessment are miles apart. Way too often, an FBA consists of a paperwork formality and does not serve any real purpose when it comes to helping a child.
Support 4 Teachers, Co. consultants have extensive training and experience conducting Functional Behavior Assessments that are valuable and lead to effective behavior intervention plans. Most traditional plans address problem behavior REACTIVELY. They are crisis driven meaning that supporting a youngster only occurs AFTER THE CHALLENGING BEHAVIOR OCCURS. No wonder teachers are frustrated. They are expected to have successful consequence driven interventions. Frankly, if consequences were effective for these youngsters, you wouldn’t need an individualized behavior change program at all. They have experienced negative consequences for their challenging behaviors all along, sometimes for years, and the behaviors have not been reduced. In fact, in many cases the behaviors have gotten worse.
The primary outcome of a Functional Behavior Assessment is: