For parents of a child with behavioral issues, meeting with the classroom teacher can be a regular occurrence. Some children have trouble sitting still, following directions, and acting appropriately in school. In certain instances, there is more behind these behaviors than immaturity. When teachers and school administrators have tried the usual remedies without success, they may suggest starting functional behavior assessment steps.
To be an effective partner in the process, you have to understand exactly what functional behavior assessment, or FBA, involves. Most educators genuinely care about the youngsters they teach. When children struggle, they want to help. Inappropriate behaviors don't just happen. There are reasons for them. Finding those reasons and changing them into positive energy is the goal.
An FBA may involve a whole team of professionals. A school psychologist often heads up the team. If so, she will meet with others who interact with your child to get their thoughts and ideas. She will speak directly with your youngster and may conduct some behavioral testing. The other members of the team can include the classroom teacher, special education teachers, administrators, the child, and you, as the parent.
The behaviors have to be defined before they can be assessed. The professionals need specific information instead of vague language like disruptive and unacceptable. They must have detailed descriptions of actual events that have occurred whether inside or outside of class. The more details they can get, the more effective their final plan will be.
Analyzing the data is the next step. The specialist examines the reported events looking for common threads between what the behaviors were, when they happened, and what was going on immediately preceding an incident. It also important for them to analyze times and situations when the child behaves appropriately. They look at where the child was, who was with the child, and if the child is more compliant at certain times of the day.
With the data they have gathered, the professionals are usually ready to try and get to the root of the behaviors. This can be difficult and time consuming. Some children act out when they feel threatened, frightened, or confused, and want to avoid or escape those feelings. The way they behave is their attempt to do that.
Finally the specialists devise a plan of intervention. This is designed to redirect the child's energy into positive behaviors and reward him for his efforts. There are no set guidelines for this plan. Each one has to be tailor made to fit the unique circumstances surrounding each child. The plan might include changing the physical environment, adjusting teaching methods, varying routines, or changing the consequences for negative actions.
Being a kid is harder for some than others. Sitting still, listening instead of talking, and being judged by test papers can be too much for certain types of kids. Getting to the root of the reasoning behind inappropriate responses to classroom routine can set a special child on the road to academic success.
To be an effective partner in the process, you have to understand exactly what functional behavior assessment, or FBA, involves. Most educators genuinely care about the youngsters they teach. When children struggle, they want to help. Inappropriate behaviors don't just happen. There are reasons for them. Finding those reasons and changing them into positive energy is the goal.
An FBA may involve a whole team of professionals. A school psychologist often heads up the team. If so, she will meet with others who interact with your child to get their thoughts and ideas. She will speak directly with your youngster and may conduct some behavioral testing. The other members of the team can include the classroom teacher, special education teachers, administrators, the child, and you, as the parent.
The behaviors have to be defined before they can be assessed. The professionals need specific information instead of vague language like disruptive and unacceptable. They must have detailed descriptions of actual events that have occurred whether inside or outside of class. The more details they can get, the more effective their final plan will be.
Analyzing the data is the next step. The specialist examines the reported events looking for common threads between what the behaviors were, when they happened, and what was going on immediately preceding an incident. It also important for them to analyze times and situations when the child behaves appropriately. They look at where the child was, who was with the child, and if the child is more compliant at certain times of the day.
With the data they have gathered, the professionals are usually ready to try and get to the root of the behaviors. This can be difficult and time consuming. Some children act out when they feel threatened, frightened, or confused, and want to avoid or escape those feelings. The way they behave is their attempt to do that.
Finally the specialists devise a plan of intervention. This is designed to redirect the child's energy into positive behaviors and reward him for his efforts. There are no set guidelines for this plan. Each one has to be tailor made to fit the unique circumstances surrounding each child. The plan might include changing the physical environment, adjusting teaching methods, varying routines, or changing the consequences for negative actions.
Being a kid is harder for some than others. Sitting still, listening instead of talking, and being judged by test papers can be too much for certain types of kids. Getting to the root of the reasoning behind inappropriate responses to classroom routine can set a special child on the road to academic success.
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You can get an overview of functional behavior assessment steps and more info about Vizually Speaking services at http://www.vizuallyspeaking.ca right now.
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