Functional Behavior Assessment Is Effective and Valid - Research Paper Example

?Functional Behavior Assessment Reasons for which Functional Behavior Assessment is Effective and Valid In order to bring a radical change in an inappropriate behavior, it is imperative that the root cause for which an individual displays that behavior is identified and eradicated. Trying to change the behavior without identifying the cause of that behavior is like giving a patient medicine to treat the symptoms, while the actual disease that makes those symptoms appear is left untreated and thus causes the symptoms to reemerge after the medication is stopped. The main reason why functional behavior assessment is effective and valid is the fact that it is directed at identifying the underlying cause of display of inappropriate behavior and eradicate that cause so that the individual does not feel the need to display the inappropriate behavior again. In other words, the intervention in this form of assessment is based on the inappropriate behavior’s hypothesized cause. Most authorities mutually consent that using punishment as the sole way to address the misconduct of an individual is ineffective as well as unethical (Virginia Department of Education, 2009, p. 11). Contrary to that, the functional behavior assessment places emphasis upon inculcating new skills in the individuals that they can use to improve their behavior. Reasons for which Functional Behavior Assessment May Not be Effective and Valid Before discussing in detail the possible cases in which functional behavior assessment may prove ineffective, it should be noted that the cause of a behavior in this method of assessment is identified in three ways; interviews, direct observation, and manipulation of the environment and consequences to observe the changes in behavior. While the first two ways are classified as functional assessments, the third way is called as functional analysis. To date, different types of rating scales and interviews have been developed for identifying a behavior’s function or cause, but these tools are not very reliable and should not be used beyond as a starting point for an individual’s direct and systematic observation of behavior. Functional behavior assessment is likely to remain ineffective if the analyst cannot find time or opportunity to personally administer and witness the client’s behavior. Exclusive reliance on the rating scales and interviews cannot be considered as a way of functional assessment. Not only would its reliability be poor, but also it would not hold up with an expert witness in the court. So the personal presence and administration of the client’s behavior by the analyst is critically important to have an effective functional behavior assessment. Since the entire function of the functional behavior assessment is based on the identification of the root cause of the problematic or inappropriate behavior, it is extremely important that direct observation of the client’s behavior is carried out by a thoroughly trained person who has a wealth of information regarding the right way to collect and analyze the data. Hence, functional behavior assessment may prove ineffective if carried out by a fresh or inexperienced analyst. Fresh analysts should work under the supervision, company, and guidance of the trained and experienced analysts before they start to practice independently. A functional behavior assessment is not just about a group of people trying to identify the function of an inappropriate behavior, but it is also critically important to have a highly knowledgeable person in the field of behavioral sciences directly observe and measure the client’s behavior in a variety of settings (Starin, 2011). To arrive at the right causes, analysts need some time. So functional behavior assessment may remain ineffective in cases where the analysts have strict time constraints. With ample time and experienced and knowledgeable analysts, functional behavior assessment may indeed be the best way of behavioral assessment. Examples of Use of Functional Behavior Assessment in Everyday Life Alternating Design Strategy One way in which functional behavior assessment can be used is with the help of alternating design, which means that the analyst can use only one technique of manipulation per session (Cosgrave, 2013). Different techniques of manipulation used in successive sessions provides the analyst with a wealth of information about the problem behavior, the environmental stimuli, and the client’s response to them. So let’s suppose I have to identify the reason why a 12 year old boy has the habit of biting his nails. In the first session, I shall pay attention toward the boy every time he bites his nails and record the frequency of nail biting throughout the session. Let’s suppose the boy does this 5 times in the first session. In the second session, the boy will be observed through a CCTV installed in a room where he is alone. The boy is observed to bite his nails only once. In the third session, I engage with the boy in a free play where he is paid constant attention both with and without nail biting while no demand is placed on the boy and he gets to play the game of his choice. Let’s say he bites his nails only once in this session also. In the fourth session, I will stop giving lecture every time the boy bites his nails, so as to create the contingent escape condition in which a client may use the inappropriate habit to escape from an unwanted situation. Let’s say he bites his nails only once. I would constantly record the data by alternating these conditions for a number of days. Analysis of the data would suggest that the boy bites his nails to get attention because the frequency was maximum when he was paid attention to every time he bit his nails. Intervention Once the cause of problematic behavior has been identified, next comes intervention. Let’s suppose I have a student Susan who I find arguing with me more when she is sitting next to Ross. I identify that she does so to grab Ross’s attention. What I can do is make her sit distant from Ross so that she does not try to grab his attention. I can even teach her more constructive ways of getting Ross’s attention. Providing positive reinforcement for executing good behavior is also a useful strategy of intervention (Jordan, n.d., p. 2). References: Cosgrave, G. (2013). Functional Analysis Example. Retrieved from http://www.educateautism.com/functional-behaviour-assessment/example-of-a-functional-analysis.html. Jordan, D. (n.d.). Functional Behavioral Assessment and Positive Interventions: What Parents Need to Know. Families and Advocates Partnership for Education. Retrieved from http://www.wrightslaw.com/info/discipl.fba.jordan.pdf. Starin, S. (2011, Jan. 31). Functional Behavioral Assessments: What, Why, When, Where, and Who? Retrieved from http://www.wrightslaw.com/info/discipl.fab.starin.htm. Virginia Department of Education. (2009). Functional behavioral assessment, behavioral intervention plans, and positive intervention and supports: an essential part of effective schoolwide discipline in Virginia. Retrieved from http://www.doe.virginia.gov/support/student_conduct/functional_behavioral_assessment.pdf. Read More