Functional Behavior Assessment Flow Chart

Functional Behavior Assessment Steps
Student's Name
Institutional Affiliation
Course Number and Name
Professor's Name
Due Date Functional Behavior Assessment Steps Setting-up a team Identifying the learner’s interfering behavior Collecting basic data Formulating a hypothesis statement Testing the formulated hypothesis Creating appropriate interventions Monitoring interventions’ success A functional behavior assessment (FBA) is necessary when a student exhibits an interfering behavior that can cause harm or disrupt learning, normal development, and life functions. FBA helps understand reasons why learners’ exhibit interfering behaviors. Teachers develop interventions to minimize the behavior’s occurrence as its function becomes clear. Firstly, establishing a team is necessary to give different viewpoints regarding the learner's interfering behavior (Neitzel & Bogin, 2008). The involved stakeholders should be those who have observed the behavior over an extended period in different conditions and settings. They include the learner, teacher, parents, and service personnel such as psychologists or behavior analysts (Neitzel & Bogin, 2008). The second step entails the stakeholders' collaborative roles in identifying the interfering behavior. The learner provides valuable details of the behavior, such as the contributing reasons or triggers. Alternatively, the parents provide details about the learner’s behaviors across situations and places. The teacher and service personnel identify the interfering behavior and its function, which helps design intervention strategies to help the learner (Neitzel & Bogin, 2008). The third step entails collecting baseline data where stakeholders conduct an FBA professionally and ethically. They collect and interpret direct, indirect, or experimental collaborative data concerning the interfering behavior (Webster, 2019). For instance, they collect the behavior's preceding activities, triggers, environmental factors, settings, conditions, timings, consequences, frequency, duration, and intensity (Neitzel & Bogin, 2008). A target behavior is the identified and selected behavior for change (Turner, 2017). The learner's behavior is defined in a measurable, objective, and precise manner. Indirect and direct observation behavioral assessment methods can be used to collect data concerning the target behavior. Indirect observat...