Often, children with autism spectrum disorders
have behaviors that get in the way of their being able to attend, follow
through on tasks, communicate effectively, or establish meaningful
relationships. If we want to change a behavior that is considered undesirable,
or increase the occurrence of a desirable behavior, it is first critical
to discover the reason(s) the behavior occurs. Functional Behavioral
Assessment (Analysis), or FBA, is a systematic way of finding the existing
cause, so that an effective plan of action can be developed. A Functional
Behavioral Assessment is typically only used in instances where behavior
interferes significantly with the student’s learning or that
of his/her peers despite the consistent implementation of behavioral
interventions developed from less formal behavioral assessments. That
plan should help the student with an autism spectrum disorder better
manage his or her day, foster respect from peers and provide for a
more effective teacher-student relationship.
In this lesson, we will be looking at the various
elements of designing a good FBA, how to develop an effective support
plan, and how to collect
the data that will tell you whether or not the plan was successful.
NOTE: This module is not intended to be the sole
resource in becoming competent in conducting an effective functional
behavioral assessment.
It is suggested that teachers and staff who would be involved in developing
FBA’s become familiar with a number of different sources and
receive training from an experienced professional.
