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Educational
Nuggets
Providing insights from teachers, paraprofessionals or other professionals (speech/language, occupational therapy, music therapy, etc.) related to education: sharing of experiences, struggles, or successful strategies…
"Conducting a Meaningful Functional Behavioral Assessment" Many times students with Asperger Syndrome and related disorders exhibit behaviors in the school environment that challenge teachers and limit learning. Since behavior does not occur in a vacuum, it is important to conduct a Functional Behavioral Assessment (FBA) before developing an individualized Behavioral Intervention Plan (BIP). The FBA will help identify factors in the environment that contribute to the behaviors in question. The primary focus during this process should be assessment of the reason or "function" of the behaviors Regrettably, the process of conducting an appropriate FBA and then developing an individualized BIP are concepts that are often misunderstood and mismanaged in educational practice. Many times when behavior becomes an issue, an incomplete assessment is performed that merely documents behaviors without taking into consideration why the behaviors are occurring and what environmental factors are present before, during, and after the behaviors occur. Also, the assessment may not meet standards of objectivity, which is absolutely critical to the successful creation of a meaningful FBA. Further complicating matters, interventions are often fashioned with an intense focus on extinguishing unwanted behaviors. When this is the case, the BIP typically will not contain appropriate positive behavioral supports due to a subsequent lack of understanding of the real function or reason for the observed behaviors. As a result, the BIP will most likely fail to contribute much in the way of positive results. By definition, a true FBA requires an evaluation of what antecedents are present in the environment before the behavior occurs and the consequences of the behavior. In other words, it is important to consider what happens before, during and after these behaviors occur. This assessment must be objective and use a variety of different methods or tools of assessment. Information can and should be obtained by a review of all pertinent records, interviews, and of course observations across a variety of different environments and time frames. There are many resources and tested tools that can help provide information. People who are familiar with the student in a variety of different capacities can potentially contribute pertinent insights and details. These contributions must never be disregarded or ignored based on preconceived beliefs and prejudices. Information gathered from the completed assessment will then be used to establish credible hypotheses related to the possible function of identified behaviors. Only then, can the process of developing the positive BIP begin in earnest. Before designing a BIP, it is wise to keep in mind a few common pitfalls associated with behaviorism. Paula Kluth (2004), an educational consultant and expert in autism spectrum disorders, recommends the following cautions when designing behavior plans. She advises that educators "recognize the limits of behaviorism, avoid removing students from the classroom and not make compliance the goal." These recommendations take into consideration that the use of reinforcements and rewards as well as punishments has the potential to be used in ways that "harm, hurt, or humiliate learners." When an appropriate FBA is completed and the information is then applied to the development of an individualized BIP, the results are often dramatic and positive. A successful plan for managing classroom behavior is a necessary part of providing for an effective learning environment. The majority of students respond to traditional methods of behavior management. When students do not respond to these traditional methods, a new approach must be developed for successful learning to continue. This is the foundation of the philosophy behind special education and the individualized educational plan (IEP). More information on this topic can be found in Paula Kluth's article in the Jan/Feb 2004 issue of Autism Asperger Digest. She has also written a book called You are Going to Love This Kid! which can be ordered from the Autism Asperger Publishing Co. or by accessing the bookstore page on this site. You can buy this and many other helpful resources related to autism spectrum disorders. A percentage of all purchases made when linking from this website will go towards supporting the Asperger Information website. Rebekah
Heinrichs, MSN, Ms Ed |
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"THE
TARGET" Newsletter
Copyright
2003 - 2008 Rebekah Heinrichs, MSN, MS Ed, all rights reserved.
Email: heinrichs@aspergerinformation.org
