Functional Behavior Assessment (FBA)
A systematic method of acquiring information about the function a problem behavior serves for a person and the conditions in which the behaviors are most likely to occur. The results of the assessment are used to guide the design of an intervention for decreasing the problem behavior and increasing appropriate behavior.
Functional Analysis (FA)
An analysis of the function of problem behavior (i.e., the purpose it serves for the individual), wherein antecedents and consequences representing those in a person’s natural routine are arranged within an experimental design so that their separate effects on problem behavior can be observed and measured. A Functional Analysis is typically completed in conjunction with an FBA, or after an FBA has not yielded conclusive results.
An analysis designed to identify the effective elements of an existing treatment package and the relative contributions of different variables in a treatment package. A component analysis will guide decisions regarding modifications to behavior support plans.
An assessment that evaluates the complex interrelationships between environment and behavior. This assessment includes but is not limited to; an evaluation of the physical aspects of the environment, social dynamics (peer and adult), rules and expectations, scope and sequence of skills to be mastered, and peer performance. This type of assessment can help to guide decisions regarding student placement, program planning, and environmental modification.
A district may contract with ACES to help guide their team in the implementation of the VB-MAPP, ABLLS-R, the AFLS, and other skill-based assessments. These assessment tools function as a curriculum guide and tracking system that become part of a student's programming. If a district contracts with ACES to conduct one of these assessments, the BCBA will not only guide the team in the initial assessment; they will also provide the training necessary to utilize them as a curriculum guide and tracking system.
This type of assessment is designed to analyze behavior which may or may not be occurring in the home and community environment after initial training. They are designed to answer questions such as; “Why is this behavior happening at home but not at school?”, “Why is this behavior happening at school and not at home?” Answering such questions is critical in insuring that instructional programming has broad and meaningful impact on student’s lives.