“Functional Behavior Assessment and Behavior Support Plan”
Wendell Franklin
Grand Canyon University
SPE - 522 TEM 101
Dr. Brenda Combs

The 1997 Reauthorization of the IDEA made Functional Behavior Assessment very important because it mandates “the use of Functional Behavior Assessment and Behavior Support Plan to address chronic and excessive problem behaviors” (Wheeler & Richey, 2014). It says in Sec. 1414(d) (3) (B) (i), that: “In the case of a child whose behavior impedes his or her learning or that of others, the child’s IEP team must consider, when appropriate, strategies, including positive behavior intervention strategies and supports to address that behavior” (Wheeler & Richey, 2014) The reason that the Functional Behavior Assessment and the Behavior Support plan where put in action to help the individuals that have special needs that also present challenging behaviors. The Functional Behavior Assessment also the Behavior Support Plan main goal is to gain an understanding of the behaviors that are being displayed, determine the factors that may reinforce their occurrences along with the function of the behavior. Since the establishment of the Functional Behavior Assessment and the Behavior Support Plan several definitions and factors for considerations where added to what constitutes impeding behavior. The learning of the children is not only affected by impeding behavior as well as other students could be included in the behaviors that are inclusive of verbal abuse and or destruction. Wheeler and Richey (2014, p. 218) gave a definition of impeding behaviors as including:
1.” Impede the learning of the student or of others and include those behaviors that are externalizing (such as verbal abuse, aggressions, self-injury, or property destruction); are internalizing (such as physical or social withdrawal, depression, passivity, resistance, social or physical isolation, or noncompliance); are manifestations of biological or neurological conditions (such as obsessions, compulsions, stereotypes, or irresistible impulses); or are disruptive (such as annoying, confrontational, defiant, or taunting behavior)”
2. “Could cause the student to be disciplined pursuant to any state or federal law or regulations or could cause any consideration of a change of the student’s educational placement”
3. “Are consistently recurring and therefore require functional behavior assessment and the systematic and frequent application of positive behavior interventions and supports.”
Functional Behavior Assessments are said to be a “multistep process that is designed to identify causal factors associated with challenging behavior and to generate plausible hypotheses about the functions of problem behaviors and also to develop possible interventions aimed at replacing such behaviors” (Wheeler & Richey, 2014). Every step in the process is inclusive of additional factors that teachers and anyone in contact with the child need to take into consideration. The first and far most important step is the identifying and defining the target behavior. The parents, family members, teachers, administrators are giving interviews and are able to talk about when they see a rise in the challenging behavior. Some of the factors that are talked about are whether behaviors which take place during a certain time of the day or during a specific subject they talk about the oftenest of the behavior, what was going on previous to the behavior being displayed, what took place afterward what was accomplished or what communications where made as well are environmental factors the cause of the problem. After these interviews are completed then they are able to start the “identification of the target behavior, characteristics of the behavior, the probable antecedents and consequences associated with the behavior, and other relevant points” (Wheeler & Richey, 2014). This process makes it possible for the successful classification of the behaviors. Successful definitions are inclusive of “a description of specific behaviors that can be identified and measured by observers” “while poorly defined behaviors fail to provide the needed detail for an observer to reliably and accurately measure and observe the behaviors” (Wheeler & Richey, 2014). When all the questions are answered they can start the observation of the behavior as well as the data collection can start. There are many methods where data can be collected. One method that is referred to is “A-B-C Analysis” (Wheeler & Richey, 2014). In the analysis they are searching for the antecedent variable that may cause the behavior to be triggered, what caused the behavior along with what consequences will be suffered for the behavior. Frequency recording if another recording method that is used in the process of identification and assisting with the child. Whit this the student engages in these behavior, this method is valuable when the behaviors have an apparent and visible start to finish. Another beneficial method is that of scatter-plot. The scatter plot is not only useful for frequency charting but can be used also for charting “pattern of these behaviors, such as setting, time of day, the presence or absence of certain people, an activity, or a contingency of reinforcement” (Wheeler & Richey, 2014). Another method that is utilized is that of focusing on how long the student has been engaged in the behavior, and how often during a specified period. Once the Functional Behavior Assessment is completed all information gathered will be compiled to “summarized and hypotheses statements will be generated regarding the environmental events associated with the behavior and the function(s) of these behaviors” (Wheeler & Richey, 2014). It is at this point that an intervention will be developed that will address the behaviors and what their consequences will be activated. There are nine organizing themes the Behavior Support Plans rely on in order to promote a positive learning environment:
1. Dignity and respect should be given to all students despite their behavior.
2. All behaviors serve a purpose and mirror a need.
3. Through thoughtful management of the surrounding environments some behaviors can be prevented. Early intervention is many times can be utilized to weaken the harshness of the behaviors.
4. It is needed for families to be a part of the planning and the evaluating of interventions.
5. Family multiplicity and rareness should be well thought-out to comprehend and act in response to tough behaviors.
6. School personnel should take possession of the comprehensive environments that children are put into.
7. Penalties should be normal and rational, as well as prize systems must help to promote self-discipline.
8. Behavior interventions should be encouraging and by no means include physical penalties.
9. Everyone should be related to the child’s quality of life, and be linked to useful attitudes. In toting up to these nine organizing themes, a Behavior Support Plan needs to be supported by parents and teachers alike.
The Behavior Support Plan should include the following, “goals and objectives to be included in a behavior support plan should be the result of a collaborative team effort and a partnership with parents or families and should be functional, meaningful, and foster a sense of ownership by the children or youth targeted and their families. Further, the goals and objectives of the plan should be derived largely from the findings of a functional behavior assessment” (Wheeler & Richey, 2014).
It has also been recommended that this Behavior Support Plan is implemented when broken down into several levels of support. The first level which is level 1 will, “targets all students and emphasizes prevention of troublesome behavior by making expectations clear, including students in decision making and ownership of rules, teaching expectations, and providing positive feedback and regard for desired behavior” (Wheeler & Richey, 2014). The second level becomes more individualized since they are based on the Functional Behavior Assessment, this level focuses on “environmental changes, predictability of schedule, increased choices, curricular adaptations, more attention to rewarding positive behavior, and teaching replacement skills” (Wheeler & Richey, 2014). And finally the third level is reserved for students with the most demanding behaviors and will apply to a very small percentage of students, students whose behaviors will have a negative impact on the quality of life that they have.

References
Wheeler, J.J. & Richey, D.D. (2014). Behavior Management Principles and Practices of Positive Behavior Supports. (3rd ed.). Columbus, OH: Pearson Education