How to Change Behavior in the Context of an FBA-Based Intervention

Authors

Robert L. Morgan, Utah State University
T. Sellers
A. Keyl

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?”

Comments

Originally published by the Utah Personnel Development Center.

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.