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MP/2017-F-17
There are seven deadly sins, seven sacraments and seven habits of highly effective people.
It has been said that there are only seven jokes and they have all been told. there are only
seven letters of the musical alphabet from which every note of ever composition in Western
music is derived. Despite the title of the song, Paul simon(1976)lists only seven ways to
leave your lover. This chapter argues, using similar logic, that there are only seven
interventions and that they have all been tried.
What is FBA?
FBA is a systematic process for identifying variables that reliably predict and control
problem behaviour. The purpose of FBA is to improve the effectiveness, relevance, and
efficiency of behaviour intervention plans by matching treatment to the individual
characteristics of the child and his or her environment (sugai et al.,2000)
The conceptual framework for FBA began with Skinner’s (1953) radical behaviourism,
which introduced the principles of reinforcement, punishment, extinction and stimulus
control. A problem-solving approach to service delivery emerged as A Core Foundation of
evidence-based practices and school wide service delivery systems based on response to
intervention (rti). the problem-solving approach includes four thematic questions that
provide a framework for assessment and intervention decisions
What is an FBA:
Have you ever done something you didn’t want to do? have you ever not done something
you wanted to do? If so, you may understand the distinction between FBA and other
approaches to analysing a problem. people often explain behaviour in terms of thoughts,
feelings, intentions and traits: a child acts out or isolates himself because he wants attention,
he feels insecure or he has attention-deficit/hyperactivity disorder (ADHD). thoughts,
feelings and other “private events “do indeed reliably predict behaviour, but only under some
conditions. A boy may feel angry every time he Hits A peer, but he does not hit a Peer Every
time he he gets angry. A teenage girl may be anxious before every failed test, but she does
not fail a test every time she is anxious. Identifying the conditions under which these private
events predict the occurrence or non-occurrence of important behaviours is the goal of FBA
and a critical path to problem solving.
There is no universally accepted model for conducting an FBA, and practical applications
in schools vary considerably. Existing frameworks include most of the following
components:
5. Design interventions
6. Evaluate interventions
The first step is for school-based multidisciplinary teams to clarify the purpose of FBA, the
explicit purpose of an FBA is to better understand the conditions that increase or decrease
the frequency, duration or intensity of behavior. Thus more time may be spent assessing the
environment than the child. For example the aggressive behaviours of two children with
ADHD may “look” the same, but one child engages in aggression to access adult attention,
whereas the other engages in aggression to escape demands
A problem can be defined in the terms of skill deficit, performance deficit, and performance
excesses.
Skill deficit: the term skill refers to the form of a behaviours as smiling, driving a car, or
talking back to a teacher. Skills are often acquired through teaching or modelling, and
fluency is achieved through repetition, feedback and. thus one type of problem arises when
a child has not mastered an appropriate, desirable skill, such as accepting feedback from
teachers, cooperating with others, or ignoring distractions. Witt et al (2000) referred to this
situation as a “Can’t do “problem, and logical intervention for skills problems is to provide
elements of instruction.
Performance excess: performance excesses are the most often problem in literature
examples of FBA. A performance excess arises when a child has mastered an undesirable
skill and performance exceeds contextual expectations or demands. Crying for example is
developmentally appropriate response when teased, when loved one is ill, or when an exam
is failed. This situation might best be framed as a “Won’t do” problem and the logical
intervention is to weaken motivation.
The third step in an FBA is to develop a measurement system that can be used to monitor
the child’s progress and response-to-intervention in the target or natural setting. This task is
more challenging for interventions that target performance rather than skills. It should be
conducted in the natural classroom or social setting.
Direct observation: One common approach is interval recording, which involves dividing
an observation period into equal intervals (e.g.,1 minute), and coding the occurrence or
nonoccurrence of target behavior during each interval. For example, a 30-minute
observation divided into 15-second intervals might be sufficient for talking out in class
whereas an observation over the entire school day divided into seven 1-hour intervals might
be sufficient for monitoring the frequency of peer aggression.
Direct behavior ratings: Another approach to monitoring behavior intervention s is to
incidentally observe behavior during and then rate performance according to subjective
“anchors”
The relationship between behavior and environmental events van be described us ing three
terms
Note: both positive and negative reinforcement increase performance , “positive” refers to
adding a desired event, whereas “negative” refers to removing or avoiding undesired event.
There are only seven interventions, and they have all been tried. This may seem at odds with
the facts, as 141 chapters are needed to compile “best practices” in school psychology
(thomas & Grimes, 2008)
Handler and mcgoey (2001), for example reduced levels of aggression maintained by
positive reinforcement in the form of access to toys for one child.
The ultimate purpose of conducting an FBA is to improve student outcomes and this is
accomplished by implementing one or more interventions that address skill deficits,
performance deficits and performance excesses.