ABC Tracker: Increasing Teacher Capacity for Assessing Student Behavior

2017 ◽  
Vol 26 (3) ◽  
pp. 113-123
Author(s):  
Chris Borgmeier ◽  
Sheldon L. Loman ◽  
M. Kathleen Strickland-Cohen
Keyword(s):  
Challenging Behavior ◽  
Student Behavior ◽  
Functional Behavior Assessment ◽  
Behavior Assessment ◽  
Classroom Teachers ◽  
Teacher Capacity ◽  
Knowledge And Skills ◽  
Functional Behavior

Students with persistent challenging behavior are present in nearly every classroom. Teachers need the knowledge and skills to understand student behavior and intervene effectively. This article presents a framework to guide teachers in understanding student behavior and feasible tools for collecting data about the function of student behavior. Practical schoolwide strategies are provided for collecting and utilizing information about function of behavior to inform function-based supports for students prior to formal functional behavior assessment.

Teaching Paraprofessionals to Implement Function-Based Interventions

2016 ◽  
Vol 32 (2) ◽  
pp. 114-123 ◽  
Author(s):  
Virginia L. Walker ◽  
Martha E. Snell
Keyword(s):  
Intellectual Disability ◽  
Challenging Behavior ◽  
Functional Behavior Assessment ◽  
Intervention Strategies ◽  
Behavior Assessment ◽  
Future Research ◽  
Appropriate Behavior ◽  
Functional Behavior ◽  
Workshop Training ◽  
Students With Autism

The purpose of this study was to evaluate the effects of workshops and coaching on paraprofessional implementation of function-based interventions. The results of indirect and direct functional behavior assessment guided the development of intervention strategies for three students with autism and intellectual disability. Following intervention, students’ appropriate behavior increased and challenging behavior decreased. In general, paraprofessionals implemented strategies with high levels of fidelity and judged both the coaching and workshop training procedures and student intervention strategies as socially valid. Implications for practice, limitations, and suggestions for future research are discussed.

Functional Behavior Assessment Rating Scales: Intrarater Reliability with Students with Emotional or Behavioral Disorders

2003 ◽  
Vol 28 (4) ◽  
pp. 386-400 ◽  
Author(s):  
Sally M. Barton-Arwood ◽  
Joseph H. Wehby ◽  
Philip L. Gunter ◽  
Kathleen L. Lane
Keyword(s):  
Behavioral Disorders ◽  
Rating Scales ◽  
Pearson Correlation ◽  
Correlation Coefficients ◽  
Functional Behavior Assessment ◽  
Behavior Assessment ◽  
Future Research ◽  
Intrarater Reliability ◽  
Functional Behavior ◽  
Emotional Or Behavioral Disorders

This study evaluated the intrarater reliability of two functional behavior assessment rating scales: the Motivation Assessment Scale and the Problem Behavior Questionnaire. Teachers rated 30 students from 10 self-contained classrooms for students with emotional or behavioral disorders on three separate occasions using both rating scales. Pearson correlation coefficients and exact and adjacent agreement percentages indicated variable and inconsistent ratings across administrations and rating scales. The authors discuss possible reasons for inconsistencies, as well as implications for practice and future research.

Functional Behavior Assessment and Function-Based Intervention Planning: Considering the Simple Logic of the Process

2017 ◽  
Vol 26 (3) ◽  
pp. 101-104 ◽  
Author(s):  
Terrance M. Scott ◽  
Justin T. Cooper
Keyword(s):  
Functional Behavior Assessment ◽  
Behavior Assessment ◽  
Functional Behavior ◽  
Disabilities Education Act ◽  
Big Ideas ◽  
Education Act ◽  
Function Based Intervention ◽  
Simple Logic ◽  
Definition Of ◽  
And Function

While functional behavior assessment (FBA) has been a part of special education law and embedded in Individuals With Disabilities Education Act (IDEA) since 1997, a precise definition of what actions or processes constitute a legal FBA has never been adequately addressed in the law. This article provides an overview of the underlying logic of FBA leading to effective function-based intervention. When focusing on a simplification of the logic behind FBA, there are three big ideas that serve as a foundation for considering the intersection of effectiveness and practicality: function matters, FBA requires repeated observations of behavior, and the only purpose of an FBA is to develop an effective intervention. These big ideas are discussed, leading to a conclusion as to how logic and simplicity must share priority in the process.

Evaluating the Validity of Functional Behavior Assessment

2001 ◽  
Vol 30 (2) ◽  
pp. 180-192 ◽  
Author(s):  
Mark D. Shriver ◽  
Cynthia M. Anderson ◽  
Briley Proctor
Keyword(s):  
Functional Behavior Assessment ◽  
Behavior Assessment ◽  
Functional Behavior

Implementing Functional Behavior Assessment in Thailand

2015 ◽  
Vol 51 (1) ◽  
pp. 58-64
Author(s):  
Watinee Opartkiattikul ◽  
Michael Arthur-Kelly ◽  
Ian Dempsey
Keyword(s):  
Functional Behavior Assessment ◽  
Behavior Assessment ◽  
Functional Behavior

You Can Help Every Provider Have a Better Understanding of Functional Behavior Assessment! A Review of the Website: Basic FBA to BSP

2017 ◽  
Vol 26 (3) ◽  
pp. 152-154 ◽  
Author(s):  
Gwendolyn Joy Shultz ◽  
Nathan Havens ◽  
Beth Newberry Gurney ◽  
Jon Burt
Keyword(s):  
Classroom Behavior ◽  
Functional Behavior Assessment ◽  
Behavior Assessment ◽  
State University ◽  
Behavior Support ◽  
Functional Behavior ◽  
Portland State University ◽  
And Behavior ◽  
Support Plan ◽  
Analyze Data

Managing problematic classroom behavior is a challenge for many teachers, regardless of population. The website, www.basicfba.com , designed by researchers at Portland State University, offers teachers and practitioners a wealth of materials to assist them in conducting and maintaining a functional behavior assessment and behavior support plan. Tools are also provided to allow participants to graph and analyze data. This article gives an overview of the resources available and how they may be used.

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