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Behavioral Assessment forms and intervention plan

Running Head: Behavioral Assessment forms and intervention plan

Behavioral Assessment Forms and Intervention plan forms
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Functional Behavioral Assessment can be defined as a student centered team process used in instances when behavior negatively impacts a student's learning or that of the student's peers. It can also be defined as a process which describes the student’s disruptive behaviors, looks for the reasons behind the actions and offers interventions that teach new change for expressions to replace the undesired ones (Hogan, et al 2015). An FBA is used to determine the answers to questions such as why does a student have challenging behavior? What reinforces challenging behavior? And what positive interventions help decrease challenging behavior and increase the desired response. (Hogan, et al 2015)
An FBA is required whenever a child with a disability has an educational placement change for disciplinary reasons in the following instances: when a child is removed from school  for more than ten school days for conduct that is not a manifestation of the disability but  the IEP team determines that an FBA is needed for necessary, or if a student is placed in an interim alternative educational sorting for not more than forty-five school days for behavior involving dangerous weapon, illegal drugs or infliction of serious bodily injury. Other times to develop an FBA are such as when the child is not making any positive progress the parent is advised to request a new FBA. (Gnadt, J. W., & Andersen, R. A. (1988).
One may also request in FBA if a child’s challenging behaviors interfere with other children and their ability to learn and the request is made in writing whereby after the IEP team receives the written not form meets, reviews the behavioral concerns and determine the need for FBA.
Moreover, the conduction of FBA involves the steps below: identification and the agreement on the behavior that needs to change. This step consists in describing  the challenging practices for them to be understood, the second step involves determining interviews, observations and  through several discussions, the third step is whereby you collect information on a child’s performance  from as many sources as possible so as to be able to get more information about a child’s challenging behavior., the other step is where you develop an informed guesswork about why problems occur and lastly is the identification  of behaviors that can be taught  and supported within the school and that provide your child  with positive alternatives to the problem behaviors. (Gnadt, J. W., & Andersen, R. A. (1988).
Once a child’s FBA is finished, the following changes should be made to IEP: the first line is goals that teach replacement, and the other one is a behavior intervention plan. BIP is a plan that includes specific strategies for modifying the curriculum, environment, activities or interactions with the child to prevent occurrences of challenging behavior including changing systems, altering settings, teaching skills and appreciating the positive response. . (Johnson, et al 2019)
The plan should also include how to explicitly teach and reinforce behaviors that are intended to replace challenging behavior. The strategies that support a child in learning new expressions are incorporated into a Behavioral Intervention Plan. The interventions may include environmental modifications such as finding a place free from distractions, an adaptation of c curriculum materials such as supplementary materials among others. A Behavioral Intervention Plan aims to make a student's challenging behavior irrelevant, inefficient and ineffective. (Johnson, et al 2019)
Moreover, Positive behavior support which is evidenced approach for supporting adaptive behavior and addressing behavioral challenges should be considered. It is critical that families have access to compelling evidence-based behavior support practices for both intervention and prevention because they lead to better outcomes. PBS has been demonstrated to be effective with individual children with severe behavior challenges in family homes, and features of Positive Behavioral Support are evident in conventional family-based intervention approaches. Behavioral problems may delay children’s development, interfere with family routines and alienate family and damage relationships. When parents are knowledgeable and skilled, ineffective behavioral support practices, they may use these practices positively promoting family and creating environments in which students thrive. PBS combines the technical foundations of applied behavior analysis with features derived from other fields to improve its practical utility within typical environments and routine. . (Freeman, et al 2019)
PBS is effective in minimizing challenging behavior. Therefore training staff in Positive Behavior support would appear to help improve comfort to people with challenging behavior. Examples of how the features of Positive Behavior Support are currently being employed within the fields PBS and within other evidence-based parent education and support programs are provided. Moreover, PBS is grounded on the premises that active behavioral support must be individualized based on the needs of focus individuals and consequences maintaining adaptive and maladaptive behavior patterns.
It is therefore essential to consider positive behavior support because it helps individuals whose problem behaviors are barriers to reaching their goals. They also reduce problem behaviors and increase adaptive socially appropriate responses. (Freeman, et al 2019)

References
Hogan, A., Knez, N., & Kahng, S. (2015). Evaluating the use of behavioral skills training to improve school staffs’ implementation of behavior intervention plans. Journal of Behavioral Education, 24(2), 242-254.
Gnadt, J. W., & Andersen, R. A. (1988). Memory related motor planning activity in posterior parietal cortex of macaque. Experimental brain research, 70(1), 216-220.
Johnson, A. H., Goldberg, T. S., Hinant, R. L., & Couch, L. K. (2019). Trends and practices in functional behavior assessments completed by school psychologists. Psychology in the Schools, 56(3), 360-377.
Freeman, J., Yell, M. L., Shriner, J. G., & Katsiyannis, A. (2019). Federal policy on improving outcomes for students with emotional and behavioral disorders: Past, present, and future. Behavioral Disorders, 44(2), 97-106.