FBA

FBAs are a great tool if used properly.  FBAs describe the problem behavior as specific, measureable, and observable.  This is important because all people involved know what the behavior looks like.  For example, student hits other students with open hand using all five fingers, palm down.  Someone who is trained in behavior analysis should be the person who completes the FBA.  Currently, in my school district, they have our adjustment counselors completing FBAs.  The adjustment counselors at my school have little to no interaction or expertise with individuals who have ASD.  So, figuring out the function of their behavior and what specific behaviors to change first is not easy for them.  This makes it very difficult as a teacher, trained in ABA, to follow one of their FBA plans.  

St. Clair County seems to know what they are doing when it comes to FBAs.  I like how St. Clair County has their FBA information under the RTI tools.  RTI is not a special education initiative, which means that it is a general education initiative.  This is helpful in getting teacher buy in because very often teaches think that special educators are the only ones to implement these plans.  St. Clair County does a great job with their FBA paperwork and it is very simple and easy to follow. 

FBAs are based on data.  Using direct and indirect methods data is specific as possible.  I think that St. Clair County’s FBA forms could include data sheets that they require teachers to use.  This would make it an even more uniform process.  However, overall I like their forms.  I also like how they have added the setting and the people who are involved when describing the behaviors.  Something else that I liked about that plan is the student input.  One these forms you talk to the student and have they expressed concerns/difficulties that may relate to the problem behavior. 

I think a hypothesis set up as “if this, then that” is a useful tool in working to address problem behavior with ASD individuals.  A hypothesis is based on the problem behavior and the function of that behavior.  By having a hypothesis or summary statement you begin to focus your attention on how to teach this student to obtain this function in an appropriate way.  Figuring out the function of the behavior is the most important.  Once you know the function it is easy to be specific in teaching functionally equivalent behaviors to replace that problem behavior.  Sometimes asking the student is the easiest way to figure out the function of the behavior they are displaying.