FBA (Functional Behavioral Assessments), Not Just Another Acronym

Scott, T.C., & Nelson, M.C. (2008). Functional behavioral assessment: Implications for training and staff development. Behavioral Disorders 24(3), 249+. Retrieved from http://www.questia.com/read/1P3-50848630/functional-behavioral-assessment-implications-for

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.