Document Type
Article
Journal/Book Title/Conference
Utah Special Educator
Volume
31
Issue
4
Publication Date
2009
First Page
28
Last Page
31
Abstract
Teachers implementing behavior interventions are often more effective in eliminating problem behavior and building new skills if they start with functional behavior assessment (FBA). Using FBA, the teacher identifies the purpose, or function, of a problem behavior, then teaches a “replacement skill” that serves the same function. For example, rather than throw a tantrum to avoid a high demand assignment, a teacher teaches a seventh grader to approach an adult in the room to ask for help on particularly difficult problems. Or, instead of making noises to get attention, a teacher teaches a first grader to submit a card with a picture of himself helping the teacher as if to ask “can I be your helper this morning?”
Recommended Citation
Morgan, R. L., Sellers, T., & Keyl, A. (2009). How to Change Behavior in the Context of an FBA-Based Intervention. The Utah Special Educator, 31 (4), 28-31.
Comments
Originally published by the Utah Personnel Development Center.