Functional behavioural Analysis (Part 2)

This is a second video in continuation to above, which discusses a case analysis and details on the methodology of FBA. So First, problem behaviours must be clearly defined using specific, active language. For instance, instead of vaguely stating “not remaining on task,” describe the behaviour in detail, such as “moving to other people’s spaces” or “playing with pencils.” Next, functional interviews and observations are essential to gather data and pinpoint contexts where behaviours occur, like identifying that a child is off task 80% of the time in music and art classes. Data collection methods include the interval recording system for monitoring task engagement, the ABC (Antecedent-behaviour-Consequence) chart for understanding meltdowns, and scatterplots for identifying broader behaviour patterns and strengths. Assessments involve conducting functional analysis interviews with parents, teachers, and specialists to inquire about the frequency, triggers, and outcomes of the behaviours. Observing the child in different settings further helps in understanding context-specific behaviours, providing a comprehensive approach to defining and addressing problem behaviours effectively.