What if all teachers knew the power of Functional Behavioral Assessments?

At Hartwell The Educators University, all graduates understand how to overcome the challenges of using Functional Behavioral Assessments.

As educators, we understand the transformative power of Functional Behavioral Assessments (FBAs) in addressing challenging student behaviors. However, the implementation of FBAs can present various challenges that we must be prepared to overcome.

One of the most significant challenges is the lack of specialized training and skills required to conduct FBAs effectively. These assessments demand a deep understanding of applied behavior analysis principles, which many general education teachers may not possess (Gage et al., 2019). To address this, we must advocate for comprehensive professional development opportunities and ongoing support from behavior specialists or school psychologists to build our capacity in FBA procedures.

Time constraints and workload demands can also hinder the successful implementation of FBAs. These assessments are time-intensive, involving data collection, observations, and analysis, which can be overwhelming for teachers with already demanding schedules (Killu, 2008). Establishing collaborative teams that share the responsibilities of conducting FBAs, involving general and special education teachers, administrators, counselors, and related service providers, can alleviate this burden.

Additionally, we may face philosophical and conceptual barriers within our districts, where FBAs are viewed as a legal mandate rather than an instructional process (Gage et al., 2019). To overcome this, we must shift the district’s philosophy towards a preventative and proactive approach to discipline, emphasizing the importance of understanding the root causes of behavior and providing positive behavioral supports.

Misconceptions about FBAs, such as relying solely on classroom observations or assuming the function of behavior without thorough assessment, can also lead to ineffective interventions (Killu, 2008). Providing education and clear guidelines on the comprehensive nature of FBAs, involving multiple data sources and avoiding assumptions about behavior functions, is crucial.

Finally, limited resources and support, such as access to behavior specialists or comprehensive multi-tiered systems of support, can hinder effective FBA implementation and subsequent interventions (Gage et al., 2019; Killu, 2008). Advocating for the allocation of resources and support personnel, such as Board Certified Behavior Analysts (BCBAs), can assist with FBA implementation and behavior intervention planning.

By addressing these challenges through comprehensive training, collaborative teamwork, philosophical shifts, education on best practices, and resource allocation, we can overcome barriers and effectively implement FBAs to support positive student behavior and academic success.

 

About Hartwell – The Educators University

Hartwell is dedicated to empowering K-12 education leaders by fostering the growth of their people into competent and compassionate educators and leaders. Our mission is to ensure every child is taught by educators trained from a biblical worldview, emphasizing both excellence and empathy. Through our affordable online pathways to education degrees, we make careers in K-12 education accessible to everyone, enabling a new generation of teachers and leaders to inspire and educate future generations.

Discover more about our programs and scholarship opportunities at Hartwell.

 

Sources:

– Dixon, D. R., Vogel, T., & Tarbox, J. (2012). A brief history of functional analysis and applied behavior analysis. In J. L. Matson (Ed.), Functional assessment for challenging behaviors (pp. 3-24). Springer.

– “Functional Assessment.” (2020). Behavior Advisor. https://www.behavioradvisor.com/FunctionalAssessment.html

– Gage, N. A., Lewis, T. J., & Stichter, J. P. (2019). Functional behavior assessment and intervention for students with or at-risk for emotional and behavioral disorders. In J. C. McDougal, P. J. Westbrook, & V. G. Spencer (Eds.), Handbook of student engagement interventions (pp. 253-270). Academic Press.

– Killu, K. (2008). Developing effective behavior intervention plans: Suggestions for school personnel. Intervention in School and Clinic, 43(3), 140-149.

– “Meeting the Requirements of IDEA.” (n.d.). Applied Behavior Analysis Programs Guide. https://www.appliedbehavioranalysisprograms.com/fba/