The effectiveness of FBA-based interventions on social goals and behaviors of a student at risk of E/BD
The purpose of this study was to examine the effectiveness of funcational behavioral assessment (FBA) based interventions for improving prosocial goals and behaviors and reducing problem behaviors of a student at risk of emotional and behavioral disorders (E/BD). Specifically, this study was interested in whether the behavioral intervention plans based on the function of behavior had an impact on the student’s thought processes impacting prosocial decision making. There was one 11-year-old student who was placed in the behavior intervention class (BIC) participating in this study. Results showed that overall, the student’s problem behaviors seemed to decrease during the classroom universal interventions; however, it was not the case on his severe problem behaviors, including talking out, making noise, talking back, and leaving the seat. After implementing individual behavior interventions, the student’s severe problem behaviors were successfully reduced. In addition, the results indicated that the student’s social behaviors and goals in peer conflict situations were changed prosocially after implementing behavioral interventions. A unique contribution of this study was that the results demonstrated changes in both the student’s behaviors and his thinking processes. In short, effective behavioral interventions were able to reduce student’s problem behaviors while at the same time improve prosocial thinking.^
Chen, Hsin-Ju, "The effectiveness of FBA-based interventions on social goals and behaviors of a student at risk of E/BD" (2009). ETD Collection for University of Texas, El Paso. AAI1468290.