One of the major things I have learnt in this unit is that students who display behaviors that are considered out of place by the community or school are likely to be students with disability. Some of the behaviors that are considered inappropriate include irritating behaviors done to obtain attention, violent responses due to failed goals, difficulty to communicate with words, negating to perform tasks as they are considered difficult among many others. The actions listed above among many others should alarm educators to undertake the Functional Behavior Assessment.
The assessment helps in determining the reason behind the actions and development of an intervention course that will help the students in developing behaviors that are more appropriate in meeting his or her longings. First and foremost, the diagnosis of an individual should be targeted for change if the behavior displayed involves safety (Scott, Liaupsin, Nelson & McIntyre, 2005) . Other factors listed below determine if a person’s diagnosis should be noted for change. One, if the behavior is dangerous to people around the individual. Prevention is better than cure, therefore; before any other individuals are affected by the behaviors of one person it is wise to look for effective intervention measures. Two, change is considered if behavior interferes with the social, economic or spiritual life of an individual. Three, change is considered if the behavior hinders peer acceptance or socialization. Finally, change is highly sorted when an individual exhibits rowdy behavior frequently.
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Such factors prompt the required personnel to develop intervention measures that will help the person develop appropriate behaviors. One of the shocking facts that got my attention was that a Functional Behavior Assessment should be conducted within ten days of an offense. To sum up, Functional Behavior Assessment is performed to identify the reasons behind behaviors and the necessary methods that can be used to prevent its occurrence.
Reference
Scott, T. M., Liaupsin, C., Nelson, C. M., & McIntyre, J. (2005). Team-based functional behavior assessment as a proactive public school process: A descriptive analysis of current barriers. Journal of Behavioral Education , 14 (1), 57-71.
