A Functional Behavior Assessment for Onyx

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 A Functional Behavior Assessment for Onyx

Behavior analysis has three main branches: behaviorism, which focuses on the worldview

or philosophy of behavior analysis, experimental behavior analysis, which identifies and

analyzes the basic principles and processes that explain behavior, and applied behavior analysis

(ABA), which solves social problems using behavior analysis (Fisher et al., 2021 ). This paper

presents a functional behavior assessment (FBA) for a 12-year-old student named Onyx,

conducted in a middle school setting. The FBA includes data from various classroom

observations and interviews with teachers and staff. Functional behavior assessment (FBA)

allows assumptions about particular environmental events and actions. In particular, FBA seeks

to understand a behavior's functions. This chapter discusses FBA's origins, its importance in

behavior intervention and prevention, and other functional assessment methods (Cooper et al.,

2020). Functions of the paper formulates a hypothesis regarding the functions of Onyx's problem

behaviors, which include unresponsiveness, inappropriate language, disruptions, and refusal to

follow directives. The hypothesis suggests that these behaviors serve both attention-seeking and

escape functions. This paper provides a rationale for the hypothesis and emphasizes the need for

a comprehensive behavior support plan. Functional Behavior Assessment (FBA) is a crucial tool

in understanding and addressing problem behaviors displayed by students. It involves gathering

data on antecedents, behaviors, and consequences to determine the functions of these behaviors.

This paper presents an FBA for Onyx, a sixth-grade student exhibiting problem behaviors in

various classroom settings.

Data Collection

The data for this FBA was collected through classroom observations, teacher interviews,

and review of behavior documentation forms. The data focused on three main classroom

routines: Math class, English class, and independent reading time. The problem behaviors

observed included unresponsiveness, inappropriate language, disruptions, and refusal to follow

directives.

Hypothesis

Based on the collected data, a hypothesis is formulated regarding the functions of Onyx's

problem behaviors:

Hypothesis: Onyx's problem behaviors, including unresponsiveness, inappropriate

language, disruptions, and refusal to follow directives, serve both attention-seeking and escape

functions.

Rationale for the Hypothesis:

1. Math Class: In Math class, Onyx frequently engages in problem behaviors when

given math assignments and instructions. These behaviors often lead to verbal reprimands and

conferences with the principal. The attention from verbal reprimands suggests an attention-

seeking function. Simultaneously, the conferences with the principal could be seen as an escape

from the math assignment, supporting an escape function hypothesis.

2. English Class: In English class, Onyx displays behaviors like disruptions,

inappropriate language, and unresponsiveness. These behaviors often result in verbal reprimands

and potential escape from the class. The attention-seeking function is evident in the disruptions
and inappropriate language, while the escape function is supported by the refusal to follow

directives.

3. Independent Reading: During independent reading, Onyx refuses to read and

displays unresponsiveness. These behaviors may allow him to escape the reading activity,

suggesting an escape function.

The hypothesis posits that Onyx utilizes problem behaviors to gain attention, either

through disruptions and inappropriate language or by refusing to participate. Furthermore, these

behaviors may also serve as a means to escape from academic tasks that he finds challenging or

unengaging. Structured interviews as part of functional behavior assessments (FBAs) help teams

build a hypothesis regarding a student's problem behavior based on particular facts (Johnson &

Carpenter,2022).

The functional behavior assessment of Onyx's problem behaviors highlights the need for

a comprehensive behavior support plan that addresses both the attention-seeking and escape

functions. The data collected through classroom observations and teacher interviews have

informed the formulation of the hypothesis. To effectively support Onyx in managing his

behaviors and promoting positive engagement in the classroom, interventions should be designed

with consideration of these functions.

 References

Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis. Pearson UK.

Fisher, W. W., Piazza, C. C., & Roane, H. S. (Eds.). (2021). Handbook of applied behavior

analysis. Guilford Publications.

Johnson, H. N., & Carpenter, M. E. (2022). Including Student Input as a Critical Component of

Functional Behavior Assessment. Beyond Behavior, 31(3), 175-184.