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The quote that stood out to me is, "Whether completed independent-
ly or concurrently, the functional behav-
ioral assessment process is complex. The guide explained and illustrated in this article streamlines a technical process by providing IEP teams with a practical format." As a special education teacher I could not agree with this more. Teachers across different classrooms are faced with differing issues everyday. These issues only get exasperated when they are coupled with behavior issues. Working in an IEP team gives support to the teacher and student as the team can implement a plan that is reflective of the child's needs. In addition any plan that is put in place will ultimately give a uniform plan to all teachers regardless of issues and background as to how to fix the problem. Without a plan teachers may act out of wanting to help but it may not be beneficial if it is not made with the team as it would not help the child.

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The passage from “A Practical Guide to Functional Behavior Assessment” that stood out to me was, “When developing the replacement behavioral goal, the team considered a critical question: Did Sammy possess the necessary skills to achieve the goal? If Sammy did not have the necessary skill(s)—such as anger management, appropriate social skills, test-taking strategies, or recognizing the need for and asking for help—then he must be given additional instruction in those areas.”  I just thought this pointed out an aspect of these FBAs that I had maybe overlooked in previous readings.  By asking if the student possesses the skills to achieve their goals, the team can assess whether further instruction is needed prior to the implementation of BIP.

In my current role as a teacher assistant, I spend the a lot more time with my class than the teachers do.  This being the case, I can see myself applying many of the intervention strategies, as well as making sure to observe my students with a better understanding of what to look for and how to better help them.  More specifically, I liked the exercise of crafting classroom procedures with positive language.  That is certainly something I could implement on the first day this fall, and reinforce or adjust them as need be.

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One quote that stood out to me was the quote " The team included Sammy in the process, and he agreed to pursue the replacement behavior goals. Not only did he assume ownership of the process, but Sammy also began to acknowledge the relationship between his behavior and the consequences that resulted". Sammy was allowed to have a say in what was going on. He was able to sit in on the meeting and go over the plan. This made him realize that his teachers and school were trying to help him and improve on his behavior. This also shows Sammy that people care about him.
This quote stood out to me because the student will have a better understanding of their BIP. They will have a better understanding of what us expected and how the special education department and their teacher's are trying to help them. Being able to sit in on meetings and have a say make students have a better understanding on what it is that they are going to be working on.
Going forward I think one way I could apply this when teaching would be to have my students present during the meetings. I want my kids to understand the plan that we are trying to create. I want them to understand what it is we are looking to improve and help them with. I also want them to understand the ways they can improve their behavior. When you have a better understanding you know what you need to work on. I want my students to feel important.

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A quote that stood out to me in the reading is “students often need to develop skills to manage behavior and obtain constructive attention: anger management, appropriate social skills, test taking strategies, or recognizing the need for and asking for help.” This passage stood out to me because there are many reasons that students misbehave. When we ask out students to stop their inappropriate behaviors, and they don’t we get upset, we repeat ourselves through the day asking them to stop whatever inappropriate behavior they are exhibiting. However, we have to remember that our students need to develop the skills to manage their behavior. After reading this article I understand how the FBA works. I hope to be able to use the FBA with the assistance of the teachers certified in the area of emotional and behavioral disorders in the future.

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After reading “A Practical Guide to Functional Behavioral Assessment [FBA],” the passage about the construction and implementation of an FBA stood out to me. This stood out to me because students with disabilities who are exhibiting problem behaviors that interfere with their learning are required to undergo an FBA and be given a Behavioral Intervention Plan (BIP), causing me to be curious about the processes that goes into administering one. This particular passage was important to me as I understand the importance of following these steps when administering the assessments. I learned that the important steps of an FBA are identifying the problem behavior, collecting data such as frequency/intensity, identifying events that precede behavior and consequences that follow, developing a hypothesis about the function of the behavior, and developing a BIP (Shippen et al., 2003, pg. 37). Upon reading this, I thought to myself “How would I know why a student is misbehaving?” A quote in the article stood out to me because it answered my question, as it stated “Often, the function of behavior is to either obtain something such as a tangible item, attention, control, or sensory stimulation or to avoid or escape something such as assigned tasks, activities, embarrassment, or negative emotions (O’Neill et al., 1997). This list provided me with a basis of functions to keep in mind when assessing a future student. Once the function of the behavior is identified, it is important to find an appropriate replacement behavior that achieves the same function of the problem behavior. With this being said, it is necessary to set realistic goals for the student that they can achieve with their current skill set, and if the necessary skills are not present, provide additional instruction in these areas. This article provided me with a step-by-step guide to creating and administering an FBA, which will help me moving forward with my career as a special educator.

This article really made me reflect on my previous experiences as a substitute teacher working inside a special education classroom with multiple students with emotional or behavioral disorders (EBD). Throughout my time in this classroom, I co-taught students who were aggressive and had low workload tolerances. This presented many challenges to our instruction, as any amount of work that required an extended period of time would lead to aggressive and violent behaviors. We followed a BIP which allowed for frequent breaks, positive reinforcements, and lighter workloads, however, many times these interventions were unsuccessful. After reading the article, I can now reflect and infer that perhaps the goals that were set were not realistic without instruction on certain social and behavioral skills. This is how I can implement what I have learned to help meet the needs of my students. I can precede interventions with necessary skill training which will increase the likelihood that the goals for my students are met. Also, I plan on ranking behaviors by priority to ensure I do not overwhelm a student with too many replacement behaviors to exhibit at once. Regarding replacement behaviors, I now understand that it is important to match the function of the replacement behavior to that of the problem behavior. I have learned many techniques like this which will increase the likelihood I am effective at maintaining a positive classroom environment. Overall, this semester has taught me methods that help me better connect with my students on a personal level to instill a trusting and caring relationship. Such relationships are vital, and often can be achieved via restorative practices. I plan on using restorative practices like restorative circles weekly to help create a positive learning environment for my classroom. Last but not least, I have learned that creating a welcoming classroom is first achieved on day 1, and starts with the implementation of positively and specifically phrased rules and procedures to follow. All of these techniques will help students feel safe, welcomed, and optimistic in the classroom which will foster greater learning.

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The quote that stood out to me was “When developing the replacement behavioral goal, the team considered a critical question: Hey Sammy possess the necessary skills to achieve the goal? If Sammy did not have the necessary skill(s)-Such as anger management, appropriate social skills, test taking strategies, or recognizing the need for and asking for help-Then he must be given additional instruction in those areas.”
The reason that this quote stood out to me was that It mentions that if a student does not have the skills that are necessary to meet their desired behavioral goal then the team and constructing the IEP has to help instruct the students in a way that They will be able to meet their desired behavioral goals.
I can use what I have learned in this class in my classroom in very important ways. Restorative practices are probably the most important thing that we have learned in this class and I plan on using it heavily in my class. I had no idea how much directing students to meet a positive behavior was so effective and also so much more effective than using

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After reading the article “A Practical Guide to Functional Behavioral Assessment,” the following quote stood out to me: “Expecting Sammy to change all inappropriate behaviors simultaneously would have been unrealistic” (Shippen eat al, 2003, p. 37). It is important that when we are developing a functional behavioral assessment (FBA), that we are realistic about what we expect from our students. This is why the FBA focuses on the behaviors with highest priority, as determined by the IEP team. It is also important to focus on these target behaviors so that we do not overwhelm the student by wanting them to change all of their problem behaviors at once. Developing a behavioral intervention plan (BIP) will not only help the student improve on their target behaviors, but will provide the necessary tools and strategies that can be applied to other “non-target” behaviors.

Functional behavioral assessments are going to be an excellent resource to improve the classroom management and the overall classroom atmosphere of my future classroom. In my experience as a substitute teacher, I often found myself not knowing how to address behavioral issues in my classroom. Often times, when I intervened by calling home or having a meeting with the assistant principal, I would feel as if the problem was solved temporarily. I believe that implementing functional behavioral assessments will enable me to provide consistent support to my students. It is also important to note that these students may be misbehaving because they have not been taught how to behave in a positive manner. As part of a behavioral intervention plan (BIP), the students are able to get one on one time with a teacher who teaches them the replacement positive behavior. Modeling is an essential part of the teaching experience, and it is through adequate modeling that my students will be able to improve their behavior.

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Module 10
What stood out mostly for me was the initial steps to develop the Behavior Assessment:
• Identifying and operationally defining the target behavior(s).
• Collecting data, such as frequency, rate, intensity, and latency of the target
behavior.
• Identifying the events that precede and follow the target behavior (antecedent-
behavior-consequence, or ABC analysis).
• Developing a “hypothesis” about the function of the target behavior(s).
• Developing an intervention plan (Alberto & Troutman, 2003).
Among these steps I believe the data collection (frequency, rate, intensity, and latency) and the identification of the events that precede and follow the behaviors are the most critical steps to get to the heart of the issue and perform a successful intervention to help the student.
The reason this passage stood out is because the data collection helps the educator determine if the behavior is a consistent pattern, or and isolated incident. If it is a consistent pattern then an intervention is necessary, if it is an isolated incident it needs to be addressed immediately, but the resources and time dont need to be exhausted to develop an assessment.
The way Im going to apply what Ive learned is to learn and observe my students in order to build solid relationships. I will focus mostly on relationship building so that I can be confident knowing what the best methods will be if an intervention of behavior is necessary.

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One quote that stood out from the article was: "Teams will find many steps in common to both FBA and behavioral intervention
plans, and the BIP should be the logical extension of the FBA. Both processes involve behavioral assessment and
identification of target behaviors, as well as potential replacement behaviors." This stood out to me because it expanded the meaning to both, how they correlate to one another and how they differ. The Behavioral Intervention Plan contains details of the strategies that will be used in order to help the student achieve his behavioral replacement goals.

This would be beneficial to use in the classroom because we can have a set plan to use whenever a problem does arise. It can help us determine the best solution that can, not only be easier for the teacher, but also help the student achieve their behavioral goal.

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The passage that stood out the most to me in a practical guide to functional behavioral assessment (FBA) is the passage on the Sammy case study especially the section on identifying and ranking target behaviors.

The passage stood out because it showed that team effort is required when dealing with behavioral problems and provided specific descriptions  using a case study  guide in the FBA process providing detailed illustrations of each section of the FBA.

Just like noted in the case study, expecting Sammy to change all inappropriate behaviors simultaneously  immediately would have been unrealistic. Therefore as a teacher, I would approach each behaviors together with the team and if possible extend and involve the parents in the whole process.

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In this article they highlighted the quote “In making observations for the FBA, team members identify the behavior(s) of concern and record the antecedents and consequences of each

Behavior”. This is critical because the student also has a part in their behavior process. Since an FBA has connections to a BIP, is like an even more though out intervention that lists the concern step by step but more importantly analyzes why this happens. I think having the student in this shows them that the teachers care and want to give them a real chance before pulling them out of an inclusive class. I think a child like Sammy may not realize that thy can be switched out and if he was pulled out of an inclusive class and put into a smaller class he probably would act out even more and gain nothing from the transition. Since an inclusive class demands more from a student, its best for him to stay in his LDE, but of course teachers do not want his behavior to take away from the rest of the students. So, showing him the steps and the well thought out guide teachers refer to in order to really assess his behavior and help him manage it better since consequences are not the solution but more the issue. The quote “functional behavioral assessment will positively affect challenging student behavior.” Also supports my takeaway in that the FBA is showing the student what will help him and what can be changed for the better and it is up to him with the support of teachers and parents to better his behavior, his rapport with peers and his academic standing.
I want to try to implement these guides in my classroom, but I always want students to feel the connection and to feel they are cared for. my classroom environment is where students will feel comfortable and as equals and when that is not enough for behavior, we will continue to treat them as equals and include them in their interventions so they can be aware of the thought we put into their education  and bettering themselves.

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In the article “A Practical Guide to FBA”  Students often need to develop skills to manage behavior and obtain constructive attention: anger management, appropriate social skills, test-taking strategies, or recognizing the need for asking for help”. Routines are also a great way to manage behavior and redirect students back to learning. I believe giving students responsibility to engage more of a learning environment. In the article it states “The FBA process can be completed concurrently with the development of the IEP, or it can be completed independently. The guide explained and illustrated in this article streamlines a technical process by providing IEP teams with a practical format. This format could increase the likelihood that the behavioral plan developed as a result of the functional behavioral assessment will positively affect challenging student behavior.” I plan on implementing this particular format when assessing IEP, and behavioral meetings. It is very important as a teacher to know what the IEP and Behavioral expectations for students in your classroom. This is also a very crucial part of planning your classroom tone and culture. Students want to feel welcome in the classroom despite they may not want to be there.

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A quote from the article that stood out to me was, “When developing the replacement behavioral goal, the team considered a critical question: Did Sammy possess the necessary skills to achieve the goal? If Sammy did not have the necessary skill(s)—such as anger management, appropriate social skills, test-taking strategies, or recognizing the need for and asking for help—then he must be given additional instruction in those areas” (Shippen, Simpson & Crities, 2003, p39).  This quote felt important to me because at times it is easy to just set a goal and hope that your scholar can achieve it, but this says you need to be realistic and know what that scholar needs in order to achieve that goal beyond their environment. Hearing that the teachers wanted and needed Sammy to have addition instruction in social/personal areas show how important it is to give the students who behave the worst the most instructions despite ones human reaction to pull away when they are hurt or disrespected.

When I read this article I imagined my future classroom and how I would teach skills such as anger management and communicating desires, it reminded me of some of my ASD students who aren’t necessarily behavior issues but need those side skills to be taught in order to be successful.  Once I realized how similar the intervention and skills my students, with ASD and my students who need BIP, needed I realized I already have the tools and teaching skills to teach a student anger management or how to communicate a desire appropriately.  Being able to apply various teachings and differentiating instruction to each student is a skill that I will continue to work on and I realize I already have a foundation for, as I’ve already done it.

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The quote from A Practical Guide to Functional Behavioral Assessment that stood out to me is

“Often, the function of behavior is to either obtain something such as a tangible item, attention, control, or sensory stimulation or to avoid or escape something such as assigned tasks, activities, embarrassment, or negative emotions (O’Neill et al., 1997). Many target behaviors can be explained in the context of these general functions.” We need to be able to separate ourselves from the student’s behavior and ask ourselves why is the behavior occurring, and what purpose is this behavior serving. A student’s negative behavior is not occurring just for the sake of the student being disruptive or gaining attention, for the student that behavior is serving a purpose, often a cry for help when that student is unaware or unable unable to properly, socially and effectively communicate their needs and wants to peer, teachers and family. I like the idea of being able to do a formal FBA and subsequent BIP. Being able to collaborate with other teachers and family members in collecting behavioral data ,and targeting a pattern in behaviors to help determine what purpose those behaviors actually serve ,and to better put a plan in place to correct those behaviors would be more effective than working alone ,blindly reacting to student behavior without insight. Next year I will take this learning into my own classroom. Even if no formal FBA and BIP system is in place, I will now start to look at student behavioral differently, try and do my own mental FBA and try and determine what purpose a student’s behavior really means so I can address it more effectively.

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“By ranking the behaviors, the team identified striking/fighting as a priority for intervention because such a behavior is physically dangerous. Leaving class or campus was also identified as a priority because unsupervised absences could lead to dangerous situations.

Finally, disrespectful language was identified as a priority, because this type

of behavior disrupts the class and Undermines the authority of school personnel.”

This quote stuck out to me because I think it is very important to prioritise which behaviors need to be eliminated first. Violence will always be ranked #1 for obvious reasons. Whether a child is violent towards other students, or towards myself, we need to stop that behavior immediately to keep everyone safe. This also stuck out to me because of the mention of unsupervised absences. During my student teaching in undergrad I was at a High School in District 10 of the Bronx. I loved the school, the energy, the teachers, everything. However, students were able to come as they please. Some would enter the classroom 10-15 minutes after class had started, or they did not come to class at all. Many parents had no idea their children were late or did not even go to school. It seems like everywhere you go as a teacher you are going to encounter some sort of disrespect which obviously should also be eliminated as well.

I will apply this to my classroom by always looking at the bigger picture at students negative behavior. Of course as teachers we are going to want all the behaviors to end immediately, but as the article discussed that is impossible. I will make sure to prioritize that students behaviors, and make sure that myself and the other students safety always come first. Next, I can conquer all the other negative behaviors along with the other members of the IEP team.

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After reading the article titled "What beginning special educators need to know about conducting functional behavioral assessment", which was a rather in-depth summary of the FBA as a process following a multi-stepped process, and comparing it to "A practical guide to functional behavioral assessment", my attention was particularly drawn to the following passage in "A practical guide to FBA" related to the relationship between a FBA and a BIP: "Teams will find many steps in common to both  FBA and behavioral interventions plan [BIP}, and the BIP should be the logical extension of the FBAs. Both processes involve behavioral assessment and identification of target behaviors, as well as potential replacement behaviors. The primary factor that sets the BIP apart from the FBA is that the BIP contains details on the intervention strategies that will be employed to help the student achieve his[her] behavioral replacement goals.[...] The BIP would also contain a description of what would happen if [he/she] achieved[his/her] behavioral goals, as well as what would happen if [he/she] did not. More specifically, the BIP would present  an action plan for what the team should do if [he/she] commits a specific behavioral violation"

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“Students often need to develop skills to manage behavior and obtain constructive attention; anger management, appropriate social skills, test-taking strategies, or recognizing the need for and asking for help.” It is unreasonable to assume that all students are naturally equipped with or taught under other circumstances how to adequately manage behavior or how to express themselves effectively. This quote stands out because it acknowledges that these behavioral skills, just as academic skills, have to be developed. We are not born knowing how to speak, or read or how to do math, we are taught these skills in the same way that students struggling with behavior can be taught to better manage it. It also acknowledges how these behaviors can be linked to a need for help. Not knowing how to express frustrations in learning and social situations can result in undesired behavior. Understanding why and when students exhibit these behaviors allows teachers and loved ones to help that student develop more constructive ways of expressing themselves.

While working as a prep substitute teacher I worked with a 3rd/4th grade special education class with a number of students with behavioral issues. One student in particular frequently struggled with compliance and anger management. From my own observations, Jays disrespectful or violent behavior began after being instructed to start an assignment. When an assignment or activity was exciting or interesting to her she was an enthusiastic and engaged student. However, when it was something she had no desire to do, her attitude would change rapidly. She would speak disrespectfully to me and the other adults in the classroom. When further directed to begin her work or to correct behavior is when violet outbursts would begin. Some days it was throwing a water bottle or a pen and then crying at her desk, but other days it was screaming while shoving and throwing of desks and chairs. Depending on the severity of her behavior she was either given time to settle down or would be removed from the classroom. Based on when these behaviors arise, she is trying to avoid undesired activities. As a prep-sub I did not have access other observations or development plans for this student, but I believe there had to be behavioral interventions in place. Over time her violent outbursts became less frequent and less violent and she began to rely more heavily on verbal communication. Though she still needed to work on her attitude with authority figures, her progress could not be denied.

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I definitely gained a lot of knowledge on what a FBA and BIP were from this article, and their differences. The following quote that stood out to me helped me understand a vital difference between these two behavioral plans, and what a BIP contained, based on the student Sammy in the article. "The BIP also contained a description of what would happen if Sammy achieved his behavioral goals, as well as what would happen if he did not. More specifically, the BIP would present an action plan for what the team should do if Sammy commits a specific behavioral violation.." One I did not know this about BIPs but I also like this idea that there is a set, created plan if a student does not follow their behavioral plan, if something goes wrong, or if they cannot successfully achieve these behavioral goals. We sometimes think just because a team of experts created a perfect plan, does not mean it will always work. Students are unpredictable and there needs to be a backup plan or a set of expectations for the student in case they cannot manage their behavior on their own.

Overall, I have learned that being proactive in students' lives and int he classroom, preventive of their inappropriate behaviors and responsive to their behaviors and attitudes, is very important to maintain a positive classroom culture. Being connected with my students and creating goals for them to achieve is so important and can make them feel empowered and wanted in the classroom. Ive also learned managing behavior does not have to be dealt with alone! There are so many other individuals to reach out to and ask for advice. Targeting behavior that needs more assistance than others can be difficult, time consuming, and stressful, and there is no need to go through all the struggle and planning by yourself.

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The quote that stood out to me the most was "Expecting Sammy to change all of her inappropriate behaviors simultaneously would have been unrealistic." and reminds me of a terrible BIP that I am ashamed to have been part of and not said anything. The process involved all of the teacher of a very challenged student gathering every behavior (positive or negative) in an excel sheet. I mean we had to write down everything that kid did. Then he would meet with the dean and color code Red/Negative behavior and green/positive behavior. And as your probably guessed, there was a ton of red with tiny specs of green, then proceeded to discuss every behavior... To make a long story short that didn't work. Implementing an FBA and a real BIP would have targeted specific behaviors and would've layered the child's development, rather than pointing out everything he has done wrong.

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From reading A Practical Guide to Functional Behavioral Assessment a quote that stood out is “Students often need to develop skills to manage behavior and obtain constructive attention: anger management, appropriate social skills, task-taking strategies, or recognizing the need for and asking for help”.

This quote stood out to me because I want to promote an environment that responses to students’ misbehaving in a positive manner, reflect on consequences that have failed, and what solutions can be put into place to help educators fix such issues in the classroom.  In making this approach successful, I will use the FBA to prevent misbehaviors in the classroom, and hopefully, this can contribute to the success and wellbeing of the students. FBA is “the process of gathering and analyzing information about a student’s behavior and accompanying circumstances in order to determine the purpose of intent of the actions”.

From the reading I want to apply and meet the needs of my students in the near future by using the Functional Behavioral Assessment.  My biggest takeaway that I want to apply with my future students is identifying positive interventions to reduce behaviors that are undesirable and develop appropriate behaviors that can be substituted with the undesirable behaviors.  This correlates to our previous reading, for example making students feel welcomed into the classroom so they are motivated to learn and in this way they do not engage in any unwanted negative behaviors.

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The quote from the article that stands out to me is: "The team included Sammy in the process, and he agreed to pursue the replacement behavioral goals. Not only did he assume some ownership of the process, but Sammy also began to acknowledge the relationship between his behavior and the consequences that resulted" (p. 39). I think it is so important to include students because they become invested, and they are more likely to respond to the behavior interventions when they were involved in the process.
This article was interesting for me, because I have heard the terms FBA and BIP, but I have never really understood the processes. One of the major takeaways for me is how collaborative the assessments and plans are. Including teachers, parents, and the student gives us a broader range of data to inform our intervention strategies. The layout of the example forms are extremely useful, and I feel like I understand how to use this process right away. Another major takeaway for me is that a BIP should be based on data and observations, and not on feelings or assumptions. One goal I have for next year is to use data to inform my strategies and be more proactive.

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The passage that stood out to me most was "Expecting Sammy to change all inappropriate behaviors simultaneously would have been unrealistic. Therefore, the IEP team recommended addressing only three behaviors...which were the most dangerous, disruptive, or socially serious" (37). It is important to remember not to bite off more than we can chew so to speak. It is overwhelming for Sammy and staff supporting him if too much is addressed at once. It would be impossible to implement so many interventions with fidelity and would lead to failure. I have a few students in my upcoming classes that exhibit challenging behaviors and I want to make sure that I address on only a few at a time so that the student can really focus on those target behaviors and feel success around developing more appropriate behaviors. This will also help me to implement interventions and collect data with fidelity.

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The passage that stood out to me "This format could increase the likelihood that the behavioral plan developed as a result of the functional behavioral assessment will positively affect challenging students behavior." The reason why I chose this passage was because it defines part of our jobs as teacher. When teachers create this proactive plan to helps struggling students it will affect them in a positive way. FBA prevents misbehaviors from occurring in the classroom and will hopefully lead success in the classroom. I feel the two biggest fears for teachers is not having control of the classroom, and not being able to help struggling students. FBA is an organized plan to see what the problem is, create a plan to prevent it, and impact them positively. I have learned so much in this class. I have learned to be proactive by creating rules, structure, and high expectations. I learned the importance of creating relationships with students and giving them the ability to express themselves such as, in circles. In my future classroom, I will create rules, behavioral plans, and circles to allow my students to feel comfortable in my classroom. Creating structure in the classroom will positively affect the students in my classroom.

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After reading the article, respond to the following questions:

1. What was a quote or passage that stood out to you (in either article)?
2. Why did this passage stand out?
3. How might you apply what you've learned so far this semester to meet the needs of your students (past or future)?

**Respond to at least two of your colleagues!**