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4 pages/β‰ˆ1100 words
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4 Sources
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APA
Subject:
Psychology
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Essay
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English (U.S.)
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Topic:

Functional Behavior Assessment

Essay Instructions:

For this assignment, you are a board certified behavior analyst who has been consulting with six school districts in your state. You have provided guidance to school psychologists and have conducted FBAs and made recommendations to Individualized Education Program (IEP) teams regarding academic and behavior goals.
Recently, your state school board contacted you to thank you for the work you have been doing in the schools and to ask a favor. The members of the state school board recently read a peer-reviewed research article about the efficacy of training schoolteachers to conduct FBAs. The paper was convincing, and the board would like you to conduct training in not only how to conduct an FBA but also how to implement some basic behavior acquisition and reduction programs based on ABA principles. You agreed to conduct a 2-day workshop and begin preparations for the intensive training.
Explain why identifying function is so important to successful behavior intervention programs.
Base this on your Unit 9 reading assignment (Young, A., Andrews, C., Hayes, C., & Valdez, C. (2018). Should teachers learn how to formally assess behavior? Three educators’ perspectives. Education, 138, 291–300.) and present facts supporting the value of conducting FBAs in the public-school system and why it is important that teachers have the skills needed to conduct them.
To illustrate the importance of identifying the function of a target behavior before implementing a BIP, provide an example of a target behavior that is being inadvertently reinforced because the function of the behavior has not been identified.
Ethical Considerations for Assessments and Behavior-Change Interventions
Explain how you can select and design assessments using the Behavior Analyst Certification Board’s (BACB’s) Ethics Code for Behavior Analysts, Code 2.13.
Explain how you can select, design, and implement behavior-change interventions using the BACB’s Ethics Code for Behavior Analysts, Code 2.14.
Discuss the two components of the FBA, the indirect assessment and the direct descriptive assessment, and explain how they are carried out. Include the following in your discussion:
Describe two indirect assessment approaches/tools.
Describe two direct descriptive assessment approaches/tools.
Detail how the probable function of a target behavior can be hypothesized based upon the results of the FBA.
Define the two broad categories of behavior function.
Acquisition Programs: Shaping and Chaining
Define shaping and chaining. (Include the three types of chaining procedures in your discussion.)
Create a simple scenario in which a complex behavior can be broken down and trained using one of the chaining methods. Create a task analysis to illustrate the concept.
Using one of the components in the task analysis used for your chaining example, demonstrate how shaping can be used to train that one component.
Reduction Programs: Differential Reinforcement
Describe the methods of differential reinforcement of alternative (DRA) behavior; differential reinforcement of other (DRO) behavior; and differential reinforcement of incompatible (DRI) behavior.
Create a scenario in which you illustrate the use of one of the differential reinforcement approaches (DRA; DRO; DRI).
Generalization and Maintenance
Define generalization and maintenance.
Explain the importance of programming for generalization and maintenance.
Present three techniques that can be used to program for generalization.

Essay Sample Content Preview:
Functional Behavior Assessment Student’s Name Institution Affiliation Course Code and Title Instructor Due Date
Functional Behavior Assessment Function identification is crucial to successful behavior intervention programs because it helps to develop an effective intervention based on the function (Young et al., 2018). Since the function, such as seeking attention, is the cause of challenging behavior, the behavior analyst can create a practical intervention that addresses the identified function with a socially acceptable replacement behavior. Functional behavior assessments (FBAs) in the public school system are valuable because they evaluate challenging behaviors and offer details concerning the behavior to create function-based interventions (Young et al., 2018). Teachers must have the skills required to conduct FBAs to enable them to use FBA processes that cause valid results (Young et al., 2018). For instance, if a student throws tantrums during class, the teacher may inadvertently shout at the student. However, the student could only want attention from classmates or the teacher. Improper identification of the attention function leads to an inadvertent or negative reinforcement of shouting at the student instead of creating an effective intervention based on the function. The student can continue throwing tantrums in class if the attention function is not identified and addressed.
Various ethical considerations guide during assessments and behavior-change interventions. They include cultural responsiveness, being truthful, seeking informed consent, and maintaining confidentiality (BACB, 2020). The Behavior Analyst Certification Board's (BACB's) Ethics Code for Behavior Analysts, Code 2.13, guides in designing, selecting, and implementing assessments founded on scientific evidence, consistent with behavioral principles, and meeting the client's needs, resources, and context. The implemented assessments would focus on minimizing risks and maximizing benefits to the client. The BACB's Ethics Code for Behavior Analysts, Code 2.14, guides in selecting, designing, and implementing behavior-change interventions. The interventions are based on FBAs results, meet the client's context, needs, and resources, prioritize positive reinforcement processes, align with behavioral principles, and are founded on scientific evidence. The code would help consider the client's benefits, risks, preferences, side effects, costs, and efficiency. It would help design and implement behavior-change interventions that cause maintainable results under natural conditions (BACB, 2020).
Indirect procedures in FBA entail evaluating the challenging behavior through interviews, checklists, and behavior rating scales by engaging the people familiar with the client's challenging behavior. Conversely, direct assessment methods in FBA involve direct observation of the challenging behavior, its antecedents, and consequences (Young et al., 2018). For instance, a teacher can use indirect assessment by interviewing a child's parent to identify the contributing factors to the challenging behavior. Alternatively, a behavior analyst can use a behavior rating scale as an indirect method to gather information from the parent concerning the child's challenging b...
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