Challenging behaviors in schools are a complex issue with significant implications for students, educators, and the overall learning environment. These behaviors can range from disruptive outbursts to academic difficulties and often require specialized interventions¹. To address these challenges effectively, educators and support staff must investigate the underlying reasons for these disruptive student behaviors. Functional behavioral assessments (FBAs) are invaluable tools in this process.
What is a functional behavioral assessment (FBA)?
An FBA is a systematic process designed to understand the reasons behind a student’s challenging behavior². By examining the specific circumstances that trigger unwanted behaviors, educators can develop effective, individualized interventions to teach new skills and create a more supportive learning environment.
This data-driven process involves collecting and analyzing information about the behavior, including what happens before (antecedents), during, and after (consequences) the behavior. It also involves a collaborative team of professionals, including school psychologists, teachers, parents, and sometimes the students themselves, working together to foster a supportive learning environment.
What are the goals of FBAs?
The primary goal of an FBA is to identify and address student behavior. By understanding the function of a behavior, educators can develop interventions that directly address the student’s needs. This can lead to significant improvements in academic performance and social skills. For example, if an FBA reveals that a student uses disruptive behavior to avoid school work, interventions can focus on building the student’s academic skills, providing additional support during challenging tasks, and teaching alternative coping strategies. By addressing the underlying reasons for the behavior, educators can create a more positive and supportive learning environment.
Another important goal of FBAs is to reduce frustration for staff and parents. When educators and families understand the reasons behind a student’s behavior, they can approach the situation with empathy and develop strategies to support the student more effectively. FBAs can foster a more collaborative approach among school personnel, parents, and students, leading to a more positive and supportive learning environment.
What does the FBA process look like?
Conducting an FBA involves several key steps:
- Information gathering: Collecting data on the student’s behavior, including when, where, and with whom it occurs
- Interviews: Conducting structured interviews with teachers, parents, and, if appropriate, the student
- Data collection: Observing the student’s behavior in various settings such as the classroom playground and lunchroom to identify patterns and triggers
- Hypothesis development: Analyzing the data to determine the function of the behavior and how antecedents and consequences are related
- Intervention planning: Developing and implementing evidence-based strategies tailored to address the identified function of the behavior
How is an FBA conducted via teletherapy?
Traditionally conducted in person, FBAs can also be effectively performed through teletherapy. While the core principles remain the same, the process is adapted to use technological solutions such as:
- Secure information sharing: Sensitive student information can be shared securely through encrypted platforms
- Virtual meetings: Interviews with parents, teachers, and other stakeholders can be conducted via video conferencing
- Collaborative data collection: School staff can collect data on student behavior and share it with the teletherapist through secure platforms
- Virtual observations and psychoeducational assessments: Teletherapists can observe and assess students in virtual settings, such as classrooms or teletherapy sessions
Teletherapy offers unique advantages for conducting FBAs. It can increase access to specialized FBA professionals for schools with limited resources and provides greater flexibility and convenience for families and school staff who may have difficulty attending in-person meetings.
Conclusion
Functional behavioral assessments are essential tools for understanding and addressing challenging student behaviors. By identifying the underlying reasons for these behaviors, educators can develop effective interventions that improve student outcomes, reduce frustration for staff and parents, and create a more positive learning environment. Integrating teletherapy into the FBA process expands accessibility and flexibility, making it a valuable option for schools and families.
