Amongst the many activities that take place in a school, the setting is education, recreational activities, and exchange programs. The activities have a wide range of problems that students come across during their course. These problems can be the lack of discipline among students, lack of understanding in class, failure to attain the required marks in an examination, disability issues that may affect sporting of a student, absenteeism, boredom, and other problems (Banks, 2014). In many cases, these problems are complementary, and one problem can lead to another one, for example, lack of self-discipline can lead to failure in the class. In connection to that, those who head various departments in schools need an assessment platform for finding out the problems that students face and the possible ways of dealing with the problems.
An approach that has been used in the behavior assessment is the functional behavioral assessment. It is an approach that looks into an array of strategies, as well as, techniques to find out the roots and to know the possible ways of addressing the behavioral problem. Moreover, the functional behavioral approach looks by the behavior and emphasizes, instead, after finding social, biological, environmental, and affective factors that facilitate, end, or sustain the behavior to be addressed. As such, the approach is significant since it equips the observer with enough knowledge concerning the behavior of the student and the urge to avoid, escape, or get something. Also, based on experience and some research, it has been concluded that the behavior solving plans resulting from the idea of why a scholar misbehaves (for example; depending on the functional behavioral assessment) are useful as for addressing problems ("Addressing Student Problem Behavior - Part 1", 2016).
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Usually, the actions of behavior are not perceived as inappropriate. However, what is judged as inappropriate or appropriate is the behavior itself. A good instance is when a student gets good grades and acts out to get attention from the seniors, teachers, or adults, but, the behavior that makes the student obtain good grades are perceived as appropriate compared to those that lead to acting-out. On the same note, the IEP team through the functional behavioral assessment are capable of determining a student that seeks attention through acting-out. As such, the IEP team can come up with a plan to show the student appropriate methods of gaining attention. In this way, the team will help in satisfying the need of the student for attention, with a different behavior that acts the same way as the behavior which was inappropriate. Through the use of functional behavioral assessment in the IEP procedures, the IEP team can acquire the information required to create a plan, as well as, including strategies in the IEP. In this way, the members of the IEP team can create a plan for teaching and supporting replacement behaviors, which acts the same way as the problem behavior ("Addressing Student Problem Behavior - Part 1", 2016).
In conclusion, different students have different behaviors, and some should be modified as some be polished. If a student performs well and does not act out for attention, then the behaviors should be polished, while if a student performs well and uses inappropriate ways of acting out to gain attention then the behavior should be modified. Consequently, the IEP team with the help of the functional behavioral assessment serve a vital function in the modification of inappropriate behaviors amongst students to appropriate actions, which can uphold the success of a school plan.
References
Addressing Student Problem Behavior - Part 1 . (2016). Cecp.air.org . Retrieved from http://cecp.air.org/fba/problembehavior/text.htm#whyimp
Banks, T. (2014). Creating Positive Learning Environments: Antecedent Strategies for Managing the Classroom Environment & Student Behavior. Creative Education , 05 (07), 519-524. http://dx.doi.org/10.4236/ce.2014.57061
