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Functional Behavioral Assessment Short Paper
Patricia W. Cole
ECE 201 Intro to Early Childhood Behavioral Management
Instructor: Amy Johnson
November 4, 2013

Functional Behavioral Assessment Short Paper
It is stated in our text “Every challenging behavior can be thought as a child’s solution to a problem and a form of communication”(Kasier & Rasminsky, 2013).These ideas go back to Plato, Who said “ That a crying baby’s behavior serves a function; she is trying to get someone to care for her”( Durand, 1990). Teachers collect data so they can determine the child’s behavior and the function of that behavior. The first thing to do is to do an informal observation. This will help the teacher to figure out when and how often this behavior happens and if it is a challenging behavior. After the teachers dose her informal observation then she will enlist help from others to do a functional assessment. “This will provide the teacher with the information for a positive behavior support plan”(Kasier & Rasminsky, 2013). With the convene team in place which is made up of family, teachers, principle and anyone else that has been part of the child’s surroundings, with all that information, now the team can work out an effective support plan for the child. In our text on page 201 gives an outline on Steps for Success, “which are steps for performing a functional assessment and creating an individualized positive behavioral support plan for a child with a challenging behavior” (Kasier & Rasminsky, 2013). * Create and convene a team. * Identify the problem behavior(s). * Identify the function(s) of the behavior(s). * Design a behavior support plan. * Implement and monitor the plan. * Evaluate the outcomes.
Next the teacher would follow with the A-B-C analysis. The A stands for antecedents, which is the events that happened before the

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