Functional Behavior Assessment (FBA) is a systematic process for gathering information that helps determine the relationship between a student’s problem behavior and his or her environment. It is possible identify events in the environment that maintain problem behavior and, subsequently, to design a support plan for student or students. Functional Behavioral Assessment methods include reviewing student records, interviewing students and teachers, and conducting direct observations of student behaviors. Functional Behavior Assessment methods range from highly precise techniques to relatively informal one. Precise techniques can be conducted by support personnel; informal ones can be conducted by teachers.
Many frustrated pre-service and novice teachers comment that they cannot present the high-quality lessons they prepared because students are “out of control.” Research supports the preceding comments of pre-service and novice teachers. Doyle (1986) developed a basic premise in his review of classroom management. His premise was that the teacher’s management task is more one of maintaining work systems than remediating misbehavior. He suggested that teacher preparation programs need to prepare student teachers with directive techniques that will protect the work system, that is, presentation of high-quality lessons.
McNeely and Mertz (1990) found that secondary student teachers had a high sense of efficacy and spent a great deal of time planning lessons that had more than one activity at the beginning of their student-teaching experiences. By the end of student teaching, they spent their on classroom control and planned lessons with single activities in order to reduce disruption. These student teachers obviously were not prepared to implement quick, efficient, non-intrusive directive technique as recommended by Doyle.
This assignment will be focusing on an 8th grade teacher who is not implementing a functional behavior assessment in her class. As I have observed this teacher during my planning period, I had walked into her classroom first-hour class several minutes before the bell rings there was a group of students who have arrived early. Several of them are teasing a lone student who is crying. This student has never been a problem for any teacher that teaches him. So, after observing this, a student had come into her classroom spending all class time joking around or debating the inherent value of the lesson and assignments she is giving him. As the teacher was teaching, the student was laughing at jokes he was telling and enjoying his debates with other students. So, after the class period was over, I decided to leave and come back again other day during my planning period. So, the next day, I came in the same time, with the same class. During the first few minutes of the lesson, the same student cracks a joke about remarks he was making in class and that is it a waste of time and has no relevance to life outside of school. I can...