A functional behavior assessment is administered to gain insight into why a specific behavior is occurring and the purpose it is serving for a child. Teachers and staff document when the behavior occurs, what events preceded it, and what consequences followed the behavior. By analyzing the gathered information, educators can determine appropriate interventions, accommodations and modifications to support the student to be successful in and out of the classroom.
The assessment should begin by identifying strengths and positive contributions the student brings to school and home. Document his family life and the possibilities of how it may impact his behavior in the classroom. Likes and dislikes should also be noted to keep the student's positive interests in mind.
Identify and briefly describe the primary problem behaviors that adversely affect the student's performance in school. Examples of frequently seen negative behaviors include: disruption, physical/verbal harassment, not completing school work, inappropriate language, withdrawal from peers, self-injury, theft and vandalism. Determine where and when each behavior typically occurs. Note specific people that may be present when behaviors escalate. Document how long the behavior lasts and how often the problem behavior occurs as well as the intensity of the actions.
Children typically engage in negative behaviors to communicate feelings to others. Determine what happens before and after the behavior and you will have an insight into what the student is trying to tell you. Common events that precede a behavior include: poor physical/emotional health, family issues, academic frustration, peer conflict, lack of structure, and reprimanding from an adult. At this point, the consequences that happen after the behavior usually encourage it to happen again. Typically, the student will receive positive or negative attention from his peers and teachers as a reaction to a negative behavior. The child may be able to escape a frustrating classroom activity by acting out or will get to avoid tasks that he does not want to complete. By examining the antecedents and consequences of specific behaviors, you will be able to put together a useable plan to support the student in modifying his behavior.