Brief Biography
Functional Behavioral Assessments are generally considered to be a problem-solving process for addressing student problem behavior. FBAs rely on a variety of techniques and strategies to identify the purposes of specific behavior that help IEP teams select interventions that directly address the problem behavior. A functional behavioral assessment looks beyond student behavior itself. The focus when conducting a functional behavioral assessment is to identify significant, pupil-specific social/emotional, affective, cognitive, and/or environmental factors associated with the occurrence (and non-occurrence) of specific behaviors. The broader perspective of an FBA offers a better understanding of the function or purpose behind student behavior. Behavior Intervention Plans when developed based on an understanding of "why" a student misbehaves are extremely useful and effective in reducing problem behaviors. This presentation will focus on how using function based interventions positively impact behavioral competence within the PBIS model of support for students served within the North Metro GNETS Program and other environments.
Highest Degree of Presenter(s)
Cassandra Allen Holifield, PhD
Kimberly Thorpe, EdS
Jessica Schuster, MED
Presentation Abstract
Functional Behavioral Assessments are generally considered to be a problem-solving process for addressing student problem behavior. FBAs rely on a variety of techniques and strategies to identify the purposes of specific behavior that help IEP teams select interventions that directly address the problem behavior. A functional behavioral assessment looks beyond student behavior itself. The focus when conducting a functional behavioral assessment is to identify significant, pupil-specific social/emotional, affective, cognitive, and/or environmental factors associated with the occurrence (and non-occurrence) of specific behaviors. The broader perspective of an FBA offers a better understanding of the function or purpose behind student behavior. Behavior Intervention Plans when developed based on an understanding of "why" a student misbehaves are extremely useful and effective in reducing problem behaviors. This presentation will focus on how using function based interventions positively impact behavioral competence within the PBIS model of support for students served within the North Metro GNETS Program and other environments.
Recommended Citation
Holifield, Cassandra A. Dr; Thorpe, Kimberly; and Schuster, Jessica, "Function Based Interventions, PBIS, and North Metro GNETS Student Successes" (2015). Georgia Association for Positive Behavior Support Conference. 55.
https://digitalcommons.georgiasouthern.edu/gapbs/2015/2015/55
Function Based Interventions, PBIS, and North Metro GNETS Student Successes
Functional Behavioral Assessments are generally considered to be a problem-solving process for addressing student problem behavior. FBAs rely on a variety of techniques and strategies to identify the purposes of specific behavior that help IEP teams select interventions that directly address the problem behavior. A functional behavioral assessment looks beyond student behavior itself. The focus when conducting a functional behavioral assessment is to identify significant, pupil-specific social/emotional, affective, cognitive, and/or environmental factors associated with the occurrence (and non-occurrence) of specific behaviors. The broader perspective of an FBA offers a better understanding of the function or purpose behind student behavior. Behavior Intervention Plans when developed based on an understanding of "why" a student misbehaves are extremely useful and effective in reducing problem behaviors. This presentation will focus on how using function based interventions positively impact behavioral competence within the PBIS model of support for students served within the North Metro GNETS Program and other environments.
