Pitfalls to Success

Be sure to avoid the trap of looking for easy answers to behavior, such as “attention seeking” or “escape from a task”. While these are common conclusions that many teams reach, they are actually just descriptors of another behavior! There is a reason behind seeking attention or escaping from a task.

Be sure the team is comfortable with the level of data gathered, and that every stone has been unturned before moving on to developing a hypothesis. This may end up saving you time later on.

Keep in mind that many things can affect behavior, so it is important to recognize any changes that may affect data collection. For instance, if the student is not well on one day, taking a difficult exam on another and has a relative in the hospital on another, make sure these events are documented in the charting process.

A successful FBA is more likely to be produced by a team that is working cohesively and cooperatively. Everyone’s perspectives and opinions should be considered and respected.

Look for balance – the focus of an FBA is not just where and when does the student have difficulty, but also where and when does he do well? What are the students strengths and how can the team use them to develop appropriate supports and interventions?

Supports and interventions are no good to the student or anyone else if they are designed to happen in a vacuum. They must be able to be utilized in the natural setting, whether it be in the school building or in the community, and incorporated into routine contexts.

Reinforcing appropriate behavior adequately is a key component of a support plan. This requires dedication to following through on the agreed reinforcement schedule. If the plan proves to be too cumbersome in actual practice, it should not be abandoned but reworked so that everyone is able to fulfill their roles within the plan.

The plan must contain a component of teaching self-monitoring and self evaluation skills to the student. This will ensure maintenance and self-reinforcement of the new behavior.

Be sure the plan contains descriptions of the ‘rumbling stage’ signs of this student. All staff, not just the ones in the team, will benefit from the knowledge of what signs can predict a behavioral incident before it is too late!