According to Scott and Nelson (2008), there is little research evidence
supporting the effectiveness of functional behavioral assessment for students
with high-incidence disabilities in a school setting (p.1). Even so, the authors, who are both teacher
educators, are concerned that the functional assessment practice will not be executed
correctly and appropriately within a public school setting. A lack of research in functional assessment within
classroom settings causes teachers to reflect on their own philosophies of the
nature of behaviors and how to address students with challenging behaviors. It is not whether the practice of functional behavioral
assessments is valid, but whether practitioners are willing to participate in
this method.
Since training in applied behavior analysis, behavioral assessments, and
functional interventions is not a common component of general education
studies, most teachers rely on prior classroom experiences instead of the
behavior analytic model. This can lead
to teachers using negative and unsystematic interventions to deal with
challenging student behaviors. Unfortunately,
strategies based on punishments are used more frequently due to the positive
outcome for practitioners in which the student is removed from the
setting.
Educators need to support the 1997 amendments to the IDEA act, which encourages
the use of functional assessment as an intervention planning tool for student
behaviors that threaten the safety and security of the school environment. Functional behavioral assessments should also
be implemented for nondangerous behaviors in an inclusive setting.
To ensure successful implementation, it is recommended that educators participate
in training that incorporates interactive teaming on a school-wide level. From there, teachers will be able to use
functional behavioral assessments as a proactive rather than reactive strategy.
I can understand why some teachers may be hesitant in trying a new
practice especially relating with behaviors.
I have learned so much valuable information within my special education
classes that can be applied to my general education classroom. I agree that educators need more training when
it comes to classroom management and positive behavior replacement. Creating a functional behavior assessment is
providing a child with a chance to discover alternative coping mechanisms or
behaviors instead of issuing constant, meaningless punishments. Few teachers in my private school adhere to
this practice, but I plan on changing that in the coming year.
