an approach used to help a pupil with a chronic behavior problem
a problem solving method - one which takes time and creative collabration among professsionals and parents
built on the assumption that, if a pupil keeps repeating a problem behavior, that behavior must be serving some purpose for the student - otherwise, he or she would not keep repeating it
a process of looking for patterns in what happens around and/or to the student just before and just after the problem behavior
examination of these patterns to identify their purpose or their "function;" some possible functions are: avoiding something, getting something, and making something happen
creative problem solving to enable the pupil to achieve the same purpose in a more appropriate or more acceptable way
Functional behavioral assessment isNOT ...
the first technique a teacher uses when a pupil misbehaves
a quick fix
a choice for teachers of pupils with disabilities - it's required by federal statutes (such as the IDEA and Section 504) and by some states (such as New York)
a do-it-yourself technique - it takes collaboration
Some common functions served by misbehaving are . . .
getting attention from teachers or peers - for example . . .
arriving late -> people look at you
talking when you're supposed to be quiet ---> the teacher reprimands you
making silly noises or telling dumb jokes ---> peers talk to you ( or about you within your hearing)
giving a flip answer to a teacher's question ---> peers laugh at you
escaping work, people, noise, or something else - for example . . .
hand-flapping and moaning ---> getting to go sit in the "quiet" room
giving a really wrong answer to a vocabulary question --->getting a teacher to "throw up her arms" in exasperation and walk away, never calling you to read aloud
cursing at the teacher when she insists you do the assignment ---> getting sent to the vice principal's office and thereby getting out of English class
throwing a kicking, screaming, flailing temper tantrum ---> getting out of morning circle (and getting comfort from the teacher or aide, which would also be an example of getting attention from teachers or peers)
obtaining a desired object or event - for example . . .
threatening to "get" a peer after school ---> getting the peer to hand over his dessert
yelling "It's not fair," "You don't like me," or "He cut in front" ---> getting the teacher to let you be first in line
cursing at the teacher when she insists you do the assignment ---> getting to see the teacher "lose it" by ranting and raving in front of the class
flicking the light switch on and off ---> getting to watch a light flicker on and off
yelling that you won't do "this baby work" ---> getting the teacher to help you with the assignment
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