Functional Behavior Assessment and Behavior Term Paper

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Once the purpose of a challenging behavior is understood then educators can design a behavior support plan that includes instructional supports and strategies that aid the student to get what they need in a more socially suitable way. The FBA is a team effort that requires bringing together people who know the student well like the parents, teachers, counselors, and sometimes the student themselves. This team then identifies the problem behavior to target for intervention, gathers data, and then uses the information to develop a hypothesis about why the behavior is taking place (Functional Behavior Assessment and Behavior Support Plans, n.d.).

An example of a situation in which a student would require a Functional Behavior Assessment (FBA) and Behavior Support Plan (BSP) would be that of Billy. Billy likes school and has many friends. His favorite subjects are English and math. Billy has a great relationship with his dad, who he gets to see every other weekend but his behavior at school after his weekends with his dad is questionable. On Mondays after he sees his Dad he often has headaches, has gotten too little sleep and hasn't done his homework. When asked to do multiplication & long division problems by his math teacher he frequently gets into arguments with his math teacher.

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He is frequently sent to the principal's office because of his behavior (Functional Behavior Assessment and Behavior Support Plans, n.d.).

In this case it is determined that Billy talks loudly and argues with his math teacher about the assignment in order to get attention from male role models and uses this to get out of doing hard work. The first step in putting together a Behavior Support Plan (BSP) is to define behavioral goals for the student. The team needs to identify substitute, desired behaviors to replace the target problem behaviors. These will include long-term goals or carrying out the preferred behavior and short-term objectives of what would be an acceptable replacement behavior while working toward the preferred behavior. These replacement behaviors need to serve the same purpose as the problem behavior and get the student's desired results at least as: quickly, often, easily and intensely. Once the behavior goals are defined, the team must identify strategies that will decrease the likelihood of the problem behavior and increase the likelihood of the desired replacement behavior (Functional Behavior Assessment and Behavior Support Plans, n.d.)......

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