Using Functional Assessment to Promote Desirable Student Behavior in Schools

Abstract

dren are an unfortunate reality that many teachers encounter across all grade levels, particularly in the inclusive classrooms. According to Gresham (1998), an estimated 7% of children and adolescents (or roughly 2 students in a classroom of 30), exhibit behavior problems that are serious enough to warrant some type of intervention. That estimate does not include more common infractions, such as noncompliance with requests or passive off-task behavior like staring out the window during independent seatwork. Whether aggressive or merely annoying, challenging behavior attracts the attention of the teacher and other students, thus interrupting the focus on learning. Attempts to change such circumstances in the classroom must begin with an understanding of two fundamental principles of behavior, as follows: • Challenging behavior occurs within the context of a child’s interaction with his or her environment. As a result, changing the inappropriate behavior of a child requires educators first to identify, and second to change, relevant aspects of the environment that may contribute to the problem (e.g., instructional, curricular, or classroom variables). • Challenging behavior is meaningful, has a purpose, and serves a function for the child. In this article, we present a rationale for using the functional behavioral assessment (FBA) approach to problemsolving. As well, we describe the components and various applications of FBA in the classroom. We discuss the advantages of FBA, as opposed to other traditional ways of dealing with problem behavior, as well as the legal and ethical reasons for using FBA. We also present a case study to illustrate the use of FBA within a four-stage decision-making framework, or problem-solving model (Kratochwill & Bergan, 1990).