ESE 691 Week 4 Assignment Functional Behavior Assessment (Ash)

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Functional Behavior Assessment. Every behavior is exhibited either to gain or avoid something. When learning to modify a target behavior, the first step is to find out what is the function of the behavior (gaining or avoiding), and then identify its purpose.

Read Chapter 8, Formal Behavior Assessment, and Chapter 9, Functional Behavior Assessment, in your textbook. Then, read the articles, “Functional Behavior Assessment (FBA),” and “Functional Behavioral Assessment: Conducting a Functional Behavioral Assessment (FBA).”

Complete the STAR legacy module, Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan, beginning with the “Challenge” section and following the self-guided tutorial. Complete the seven “Assessment” questions at the conclusion of the module. Each of your answers should be at least half a page in length, double spaced. Include additional outside sources and personal experiences to support your answer (with the exception of questions 3 and 6). Your paper should be four to six pages in length, excluding the title page and reference page, and written in APA format, as outlined in the Ashford Writing Center. The assessment questions can also be found below:

1.   Give a school-based example of two of the following: positive reinforcement, negative reinforcement, punishment, or extinction.

2.   Discuss at least two benefits of conducting an FBA to address problem behaviors.

3.   Watch the video (located in the assessment section of the module), and fill out the A-B-C analysis form

onKira, the girl in the white shirt. What do you think is the function of Kira'sbehavior?

4.   Nigel's problem behavior includes cursing, making derogatory comments toward other students, yelling,

spitting, and shoving chairs. What type of a measurement system would you use to collect data on Nigel's

problembehaviors? Explain your answer.

5.   Look at the matrix for Nigel (located in the assessment section of the module). Use this information to

determine a possible function of the behavior and to develop a hypothesis statement.

6.   Look at the graph (located in the assessment section of the module). The objective of the function-based

intervention was to reduce the instances of Nigel's problem behaviors (i.e., cursing, making derogatory comments toward other students, yelling, spitting, shoving chairs) during a twenty-minute small-group activity. Is the intervention successful? If you were the teacher, would you keep, modify, or discontinue the intervention? Explain your answers.

7.   How would you go about evaluating an unsuccessful intervention? Include two specific factors that you would examine and explain why they are important.