Indirect Functional Behavioral Assessment
Ben is a 12-year-old, fourth grade student at a local elementary school. He has been diagnosed with a learning disability and has an Individualized Education Plan (IEP). Ben engages in several behaviors that are viewed as major problem behaviors by his teacher. These behaviors include refusing to follow directions, failing to complete work, not paying attention when the teacher is talking, and making disruptive comments during instructional time. The school protocol is to address these behaviors with office discipline referrals, but these do not appear to have an impact on his behaviors.
Discussion
Please respond to the following:
Choose one specific indirect assessment tool reviewed in Chapter 7 of your assigned reading and describe how that particular tool can be useful in teasing out potentially controlling variables and reinforcing stimuli associated with the target behavior in your hypothetical scenario.
Reference
Steege, M. W., Pratt, J. L., Wickerd, G., Guare, R., & Watson, T. S. (2019). Conducting school-based functional behavioral assessments: A practitioner's guide (3rd ed.). Guilford Publications.
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Indirect Assessment of Ben
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The Behavior-Analytic Problem-Solving Interview (BAPS-I) is a valuable tool that can effectively tease out controlling variables and reinforce stimuli associated with the targeted behavior in Ben’s case. This student has been diagnosed with a learning disability and challenging patterns of behaviors that must be addressed as soon as possible. Their refusal to follow instructions, inability to consistently complete their work, short attention span in class activities, and disruptive comments during lessons require an indirect functional behavioral assessment. The first step will be to identify his strengths, which will give a view of his preferences and skills, which are very important for tailoring effective