Functional behavioral assessments and academic escape-maintained maladaptive behaviors: A pilot study.

摘要

The U.S. government has passed legislation that gives more responsibility at the state and district level of the public education system. This legislation changed the way in which schools label students with disabilities. Under IDEIA 2004, the use of functional behavior assessments (FBA) is encouraged as a method of assessing individuals before they are referred for special education. FBAs have been used in a variety of settings and for a multitude of behaviors. FBAs can also be used in the classroom as a tool for early intervention, existing problem behavior, or as a method in assessing curriculum. This pilot study utilized a descriptive functional behavioral assessment to identify conditions in which a kindergarten student was most likely to produce off-task behavior. An intervention based on the FBA results was implemented and consisted of role modeling and reinforcement. The results indicated that the student's on-task behavior improved.