Applied behavior analysis is important and beneficial for all students. ABA strategies can be used to help all young people learn new skills and improve their quality of life. ABA is increasingly popular as a service provided to children with autism spectrum disorders in many communities. However, a difficulty for school-aged children is that many of them attend public schools where their ABA practitioners are unable to help them generalize their skills and improve their behaviors in this setting.
To help children in their natural day-to-day environment of being in a school setting, Applied Behavior Analysis (and the strategies and concepts found in the field of Behavioral Analysis) should be more present in schools and individualized for each student. .
One concept based on behavior analysis is Functional Behavior Assessment or FBA. An ABE is a federally mandated assessment that schools are legally required to complete under certain circumstances. While there are additional legal details on when and how to provide an ABF, generally a school must complete an ABF, according to the 1997 Amendments to the Disability Education Act (IDEA) when a disabled student displays behavior that interferes with his or her learning or that of others.
Once an ABF is completed, an IEP (individualized education plan) and a BIP (behavioral intervention plan) will be developed. The BIP is based on the analysis of the function of the behaviors assessed within the FBA.
If a student has been suspended for more than ten days and it is possible that the reason is due to behaviors related to their disability, an ABE should be completed (Drasgow & Yell, 2001).
Supports for positive behavior are based on research and concepts from Applied Behavior Analysis (APBS). PBS is also mandated by the Individuals with Disabilities Education ACT (IDEA) in that schools should use PBS to help students improve their behaviors.
“Positive behviour support is a broad term that refers to the application of positive behavioral systems and interventions to achieve socially important goals. behviour change (Sugai, Horner, Dunlap, et. al., 2000). From a PBS approach, behavioral interventions are based on the use and interpretation of an BAF.
Rather than looking only at the antecedents and / or consequences of a student’s behavior in the classroom, it may be helpful to consider the setting up of events. Experiences or factors further removed from the target behavior can be considered as triggering events.
The setting up of events can temporarily alter the effectiveness of a reinforcer or punisher, which in turn may alter a student’s current behaviors.
Setup events may include factors such as environmental factors (such as changes in the presence of people in the room or the number of students in the classroom), physiological factors (such as illness) or social factors (such as events at home or relationship problems with a peer).
To assess set-up events, a school staff member (such as a psychologist, counselor, behavior analyst, or teacher) may perform a structural analysis (Killu, 2008).
Schools often – with great intention – have systems in place to reward positive and appropriate behavior. For example, some schools create token systems or point systems for all students or sometimes only for certain students who they believe could benefit from this type of intervention.
The problem is that sometimes students don’t really feel empowered when they receive rewards (such as extra recess, buying something from the classroom store, or a movie day on Fridays). School staff can use the concept of ABA reinforcement to increase target behaviors in the student (Killu, 2008).
ABA emphasizes data collection. Schools can use consistent data collection on the behaviors and skills they would like to see in students rather than just collecting grades, late arrivals, absences, and completed homework as many schools do as a grade level. data collection base to capture a student’s performance (Killu, 2008).
Parent training is an intervention to help children with disruptive behaviors for many years. The ABA field has developed ABA as an intervention to help improve children’s behaviors and skills by helping parents learn concepts and strategies from an ABA perspective, as these types interventions have proven to be very effective.
Staff who regularly interact with parents may consider teaching parents a variety of ABA concepts such as the use of reinforcement, the use of visual aids, teaching social skills and more. Another option is to provide parents with documents and resources if you cannot meet them formally due to time constraints or understaffing.
Consider the âABA One-Year Parent Training Programâ for materials and guidance through the use of a research support manual when working with parents in a school setting.
There are many ways to incorporate applied analysis of behavior in school settings. This article has walked you through a few examples, including the use of Functional Behavior Assessments, Positive Behavior Supports, Event Consideration, Use of Reinforcement, Consistent Data Collection, and Use of parenting training based on ABA.
APBS. What is positive behavior support? Retrieved from: https://www.apbs.org/new_apbs/genintro.aspx
Drasgow, Erik & Yell, Mitchell. (2001). Functional Behavior Assessments: Legal Requirements and Challenges. Journal of school psychology. 30. 239-251.
Kulu, K. (2008). Developing Effective Behavioral Intervention Plans: Suggestions for School Staff. Intervention in schools and clinics, 43(3), 140-149. Retrieved from https://search.proquest.com/docview/211749857?accountid=166077
Sugai, G., Horner, RH, Dunlap, G., Hieneman, M., & al, e. (2000). Apply positive behavioral support and functional behavioral assessment in schools. Journal of Positive Behavioral Interventions, 2(3), 131. Retrieved from https://search.proquest.com/docview/218791145?accountid=166077
Please note that this writer does not provide legal or professional advice. Instead, this article is for informational purposes only.