Functional Behavioral Assessments and Behavior Intervention Plans

Scott, M. Terrance, Bucalos, Anne, Liaupsin, Carl, Nelson Michael C., Jolivette, Kristine, DeShea,
     Lise. (2004). Using functional behavior assessment in general education settings: Making a case
     for effectiveness and efficiency. Behavioral Disroders, 29(2), 189-201. Retrieved from:
     http://www.ccbd.net/behavioraldisorders/Journal/index.cfm


     The article I chose this week discusses how an FBA is an effective tool to help in implementing the intervention plan however, the procedures to proactively implanting the plan poses significant barriers in the general education setting. 
     "In the school context, efficiency refers to the ease with which school personnel can implement the  FBA process within the scope of their typical school duties and time limitations (Scott, Bucalos, Liaupsin, Nelson, Jolivette, DeShea, 2004)."  Rather than only special education teachers being able to implement the FBA process but that it would be helpful if all staff was adequetley trained.  This type of shift could help to address problem behaviors in a more positive way rather than with negative consequences.  The concern is that would staff be trained in a way and at a level to where valid and useful assessments take place?  " Although we are careful not to suggest the abandonment of traditional FBA methodology in schools, we believe that the circumstances suggest two options:  1. Develop more efficient and effective ways of delivering staff training for implementing traditional FBA methodologies in public school settings.  2. Develop and validate more efficient user friendly methodologies as alternatives to more rigorous traditional procedures (Scott, Bucalos, Liaupsin, Nelson, Jolivette, DeShea, 2004)." 
     This article also discusses finding several hundred articles and studies using key words such as functional assessment and functional behavior assessment.  12 articles met criteria for inclusion in a review.  One was that the study was done in a school setting, students who participated were between 5 and 21 years old and a diagnosis of E/BD or at risk for E/BD or with mild disabilities.  A total of 26 students were assessed in 12 separate studies.  A variety of FBA methods were used.  All produced positive results with decreasing the problem behaviors.  Some of the information about any special conditions were not discussed in the reviews. 
     This article is not saying it disagrees with the current methods of using FBAs but trying to make it so that all school personnel can implement them is key.  This way they can be done in a timely manner without all the pressures put on a few people. 
     There are a lot of steps in using an FBA correctly and effectively and with more than one person able to help with multiple children to assess, information can be shared quickly and a plan in place quicker.