 | ILLINOIS ASSOCIATION OF SCHOOL SOCIAL WORKERS |
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| Adopted by the IASSW Board of Directors in 2005-06. The Illinois Association of School Social Workers endorses the position that functional behavioral assessment is a scientifically based intervention for understanding the purpose of a student's misbehavior in schools. Furthermore, it represents a "standard of care" in the assessment and treatment of children with emotional disturbances. Five principles should be followed when conducting a functional behavioral assessment. First, behavior should be addressed ecologically - focusing on the student in interaction with his or her environment in the school, home, and community. Second, behavior should be assessed across multiple contexts - regular education, special classes, unstructured situations, and after-school activities. Third, behavior should be assessed using multiple theoretical perspectives, not just learning theory. Fourth, behavioral assessment should involve multidisciplinary collaboration. Finally, while functional behavioral assessment is mandated in certain circumstances, it represents a "best practice" whenever behavioral problems inhibit or impede school performance. Functional behavioral assessments can be done using both direct and indirect assessments. They should culminate in a plausible hypothesis that explains when a behavior is most likely to occur. This hypothesis may be grounded in normal development motives or abnormal motives, but should always serve as a link to behavioral intervention plans that support positive behaviors. Rationale: The 1997 Reauthorization of the Individuals with Disabilities Education Act mandated the use of functional behavioral assessment for students at risk of being suspended for ten days or more. Since that time, a review of the literature has demonstrated that when functional behavioral assessment is combined with positive behavioral supports, it effectively reduces problem behaviors by 80% or more (Carr, 1999). The National Association of Social Workers, the School Social Work Association of America, and the National Association of School Psychologists have all endorsed the use of functional behavioral assessments with children who have behavioral difficulties (Clark, 1998; Stewart, 1999). Functional behavioral assessments are also consistent with the requirement that educational plans be "individualized" for students with special needs (Rains, 2002). Finally, it has been found that 5% of the student population is responsible for 50% of school disciplinary referrals, thus making functional behavioral assessment an efficient use of a school social worker's time (Sugai, 2000). In summary, functional behavioral assessments are mandated, effective, endorsed, individualized, and efficient. Authored by Jim Raines and Joan Almond-Coleman, April 2004.
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© 1997-2008 Illinois Association of School Social Workers Updated on: April 19, 2008 |
