Functional Behavior Assessment Essays and Research Papers

Instructions for Functional Behavior Assessment College Essay Examples

Title: Functional Behavior Assessment and Behavior Support Plan

  • Total Pages: 3
  • Words: 1087
  • Sources:3
  • Citation Style: APA
  • Document Type: Essay
Essay Instructions: 1.Develop a 1,000??"1,200 word paper describing the importance and components of a functional behavior assessment and behavior support plan.

2. Describe a situation in which a student would require a Functional Behavior Assessment (FBA) and Behavior Support Plan (BSP).

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Behavioral Intervention Plan. (n.d.). Retrieved from

Functional Behavior Assessment and Behavioral Intervention Plans. (n.d.). Retrieved from

Functional Behavior Assessment and Behavior Support Plans. (n.d.). Retrieved from





von Ravensberg, H. (2012). IDEA 2004: Final Regulations and the Reauthorized Functional

Behavioral Assessment. Retrieved from

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Title: Functional Behavior Assessment

  • Total Pages: 2
  • Words: 629
  • References:0
  • Citation Style: MLA
  • Document Type: Research Paper
Essay Instructions: I need a paper on a made up name(john smith or any other name) with this information, it's for my applied behavior analysis class
Double Spaced, 12 point times new roman font
1. Create a functional behavior assessment
a. John Smith
b. Background information
i. Demographic information
1. Date of birth
ii. Physical appearance
iii. Medical conditions (2)
1. Psychiatric
2. Physical
iv. Description of the caretakers
1. Who they are, how old they are
2. What the living situation is
3. Where the caretakers provide care
4. One of the primary caretakers does not speak English, which caretaker does not speak English and how it affects child?s behavior
c. Activity Schedule
i. 24/7
ii. Activity
iii. Time
iv. Location
d. Communication Skills 1 Sentence for each verbal operant.
i. Manding
ii. Tacting
iii. Echoics
iv. Intraverbal
e. Maladaptive Behaviors (4 Maladaptive Behaviors)
i. Use all 4 different functions
ii. Hypothesized Function
iii. Antecedent
iv. Consequence
f. Assessment tools
i. ABC Narrative Data collection (1, for each behavior)
ii. Indirect Assessment (2)
1. Which tool used and why
iii. Direct Assessment tool (1)
1. Which tool used, why it was used and how it was used
g. Interventions Suggested (4 at least)
i. Ensure that the interventions are appropriate for this client.
ii. Interventions have to treat all maladaptive behaviors
iii. At least 1 antecedent based intervention
iv. At least 1 consequence based intervention
v. Replacement Skill for each behavior
h. Ethical Considerations (3)
i. Description of each
i. Recommendations
i. Open ended paragraph explaining special considerations

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Title: Teaching in the Classroom

  • Total Pages: 2
  • Words: 618
  • Works Cited:2
  • Citation Style: APA
  • Document Type: Essay
Essay Instructions: I will be sending you a paper to go by. the work book didn't come in.
After completing the McConnell workbook, you will write a 2-page APA formatted summary of the FBA process. The summary must include the experience you gained from completing the workbook, title/reference page, and in-text citations.
It?s important to note that the workbook outlines a 10-step procedure to follow when completing a functional behavior assessment. These steps include:

1. Identify the Student?s Behavior

2. Describe/Define the Problem Behavior

3. Collect Behavioral Baseline Data and Academic Information

4. Describe the Environmental and Setting Demands

5. Complete the Functional Assessment Interview Form

6. Develop a Hypothesis

7. Write a Behavioral Intervention Plan

8. Implement Behavioral Intervention Plan

9. Collect Behavioral Data

10. Conduct a Follow-up Team Meeting

(McConnell, Hilvitz, & Cox, 1998, p.11).

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Works Cited:


Jordan, D. (2011). Functional Behavioral Assessment and Positive Interventions. Families and Advocates Partnership for Education. Retrieved from:

Scott, T. (2010). Functional Behavior Assessment. Intervention in School and Clinic, 46 (2), 87-94.

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Title: School Psychology Behavioral Interventions

  • Total Pages: 10
  • Words: 3018
  • Bibliography:15
  • Citation Style: APA
  • Document Type: Research Paper
Essay Instructions: Please write approximately 2-3 pages per question- Total of 4 questions. Please provide at least 3 references per question with at least one of the references being a primary source reference.

References to possibly use:
*Interventions for Academic and Behavior Problems II: Preventive and Remedial Approaches. Edited by Mark R. Shinn, Hill M. Walker, and Gary Stoner. 2002.

*Best Practices in School Crisis Prevention and Intervention. Edited by Stephen E. Brock, Philip J. Lazarus, and Shane R. Jimerson. 2002.

*Best Practices in School Psychology IV and/or V. NASP

*Children’s Needs III: Development, prevention, and intervention. Bear and Minke 2006.

*California Special Education Programs Twenty-Ninth Edition: A Composite of Laws. 2007.

*Neef, N. A. et al. (2004). Behavior analysis in education (2nd Edition). Lawrence, KS: Journal of Applied Behavior Analysis

4 Questions:
1. In many cases, children learn the majority of their prosocial behaviors from school. Please discuss the process of teaching social skills to young children and adolescents. Please discuss the challenges associated with each age group and describe in detail procedures to assess need acquisition, progress, and mastery of social skills in elementary and secondary settings.
a. Possible references:
i. Shinn et al. Ch 15 and 17
ii. Kohler & Fowler (1985). Training prosocial behaviors to young children: An analysis of reciprocity with untrained peers. Journal of Applied Behavior Analysis, 279.

2. An 11th grade Special Day Class student has met his 10 days of suspension due to destruction of property in the classroom. Please discuss in detail the process of completing a Functional Behavior Assessment (FBA) of property destruction. Include the rationale of conducting an FBA. Please discuss all possible hypotheses, as well as corresponding interventions by function keeping in mind that our prevention approach attempts to make disruptive behaviors irrelevant, inefficient, and ineffective.
a. Possible references:
i. Shinn et al. Ch 31: Mayer & Sulzer-Azaroff (2002). Intervenitons for vandalism and aggression.
ii. Mayer (1995). Preventing antisocial behavior in the schools. JABA 338

3. Research on school refusal, bullying, substance abuse, and school failure have revealed that a primary protective factor for students in a positive relationship with one adult in a school. Please discuss ways that school psychologist can foster such relationships with students, as well as be an advocate for other school staff to do the same. Please describe how these efforts fit into a comprehensive hierarchical and preventive model of school-wide mental health support.
a. Possible references
i. Shinn et al. Ch 31, 7,
ii. Brock et al. Ch 12
iii. Bay-Hintz et al (1994). Cooperative Games: A way to modify aggressive and cooperative behaviors in young children, Journal of Applied Behavior Analysis 417.

4. A 5th grade student uses a drill bit to carve profanity and a threat to harm a teacher into a cafeteria window. The principal determines that you need to complete a Threat Assessment for the student and that a hearing must be held before the student returns to school. Please describe what behaviors prompt a threat assessment and discuss the process of completing a thorough threat assessment for a student.
a. Possible References
i. Shinn et al. Ch 31

*Please use no more than 1 quotation per question.
*Please write from a behavioral school psychologist’s perspective


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Baker, J.A., Grant, S. & Morlock, L. (2008). The teacher-student relationship as a developmental context for children with internalizing or externalizing behavior problems. School Psychology Quarterly, 23(1): 3-15.

Birch, S.H. & Ladd, G.W. (1997). The teacher-child relationship and children's early school adjustment. Journal of School Psychology, 35(1): 61-79.

Cornell, D.G., Sheras, P.L., Kaplan, S., McConville, D., Douglass, J., Elkon, a., McKnight, L., Branson, C. & Cole, J. (2004). Guidelines for student threat assessment: Field-test findings. School Psychology Review, 33(4): 527-546.

Dwyer, K., Osher, D. & Warger, C. (1998). Early Warning, Timely Response: A guide to safe schools. Washington, DC: U.S. Department of Education.

Elksnin, L.K. & Elksnin, N. (1998). Teaching social skills to students with learning and behavior problems. Intervention in School & Clinic, 33(3): 131-141.

Fein, R.A., Vossekuil, B., Pollack, W.S., Borum, R., Modzeleski, W. & Reddy, M. (2002). Threat Assessment in Schools: A guide to managing threatening situations and to creating safe school climates. Washington, DC: U.S. Department of Education.

Gresham, F.M. (1999). Noncategorical approaches to K-12 emotional and behavioral difficulties. In D.J. Reschly et al. (Eds.) Special Education in Transition: Functional assessment and nonctategorical programming. Longmont, CO: Sopris West, 107-137.

Gresham, F.M., Watson, T.S. & Skinner, C.H. (2001). Functional behavioral assessment: Principles, procedures, and future directions. School Psychology Review, 30(2): 156-172.

Hazel, J.S., Shumaker, J.B., Sherman, J.A. & Sheldon, J. (1995). ASSET: A social skills program for adolescents. 2nd Edition. Champaign, IL: Research Press.

Kohler, F.W. & Fowler, S.A. (1985). Training prosocial behaviors to young children: An analysis of reciprocity with untrained peers. Journal of Applied Behavioral Analysis, 18(3): 187-200.

Stephan, S.H., Weist, M., Kataoka, S., Adelsheim, S. & Mills, C. (2008). Transformation of children's mental health services: The role of school mental health. Psychiatric Services, 58: 1330-1338.

Walker, H.M., Block-Pedego, a., Todis, B. & Severson, H. (1991). School Archival Records Search (SARS): User's guide and technical manual. Longmont, CO: Sopris West.

Watson, M. & Ecken, L. (2003). Learning to Trust: Transforming difficult elementary classrooms through developmental discipline. Indianapolis, in: Jossey-Bass.

Webster-Stratton, C. & Reid, M.J. (2004). Strengthening social and emotional competence in young children: The foundation for early school readiness and success: Incredible Years classroom social skills and problem-solving curriculum. Infants & Young Children, 17(2): 96-113.

Witt, J.C., Daly. E. & Noell, G.H. (2000). Functional Assessments: A step-by-step guide to solving academic and behavior problems. Longmont, CO: Sopris West.

Behavioral Interventions

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