Electronic Portfolio - Entry 4.4/Functional Behavior Assessment Components

Standard B: Referral, Assessment, Planning, and Placement Procedures

Students are to use the forms adopted by the school district to complete the FBA during the student teaching experience.

In Minnesota, FBAs must be conducted for all students identified with emotional and behavioral disorders (EBD). In the most basic terms, an FBA consists of (a) a clear description of the problem behavior and (b) interviews, observations, and manipulation of antecedents and consequences to determine the function of the behavior. However, in the FBA manual, the Minnesota Department of Education outlines 10 components of a functional behavioral assessment (see Addressing Challenging Student Behavior: Functional Behavioral Assessment and Positive Behavioral Support: http://education.state.mn.us/mdeprod/groups/SpecialEd/documents/Manual/001120.pdf)


Component 1: Description of the Behaviors
Component 2: Definition of Ecological/Setting Events That Predict Problem Behaviors
Component 3: Definition of Immediate Antecedents
Component 4: Identification of Consequences
Component 5: Definition of the Efficiency of the Undesirable Behavior
Component 6: Assessment of Skill and Performance Deficits
Component 7: Identification of Communication Methods
Component 8: Identification of Things and Persons to Avoid
Component 9: Identification of Reinforcers
Component 10: Summary of the Student’s History

After completing the identified tasks of the assessment, a written summary should be generated that describes the results and can be shared with the IEP team. FBA summary reports will differ from student to student, but should contain information gathered from indirect and direct sources:

  • Purpose of assessment
  • Relevant background information
  • Methods used
  • Individuals involved
  • Target behaviors identified (observable and measurable definition)
  • Current level of behavioral functioning (current rates, intensity, etc.)
  • Desired behaviors
  • Summary of interviews
  • Summary of observations
  • Hypotheses statements
  • Identified antecedents
  • Identified consequences
  • Identified function(s)
  • Identified reinforcers for student

Things to consider when developing a positive behavior support (PBS plan see MDE website for other FBA links: http://education.state.mn.us)

SPECIAL EDUCATION PORTFOLIO
Functional Behavioral Assessment Rubric

Specific information regarding the FBA critique will be provided in EBD Methods class.

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