1.A functional Behavior Assessment (FBA) is a broad technique that allows a researcher and also different practitioners to analyze and understand the main reasons behind the occurrence of a behavior. They mainly help to understand in a broader sense about the identification of causes of the different challenging behaviors of the various behaviors like self injury, aggression and other types of destructive behaviors (Crone, Hawken & Homer, 2015).
On the other hand, functional analysis can be assessed as one of the important steps of the FBA. It mainly describes the application of the different types of operant conditioning laws that ultimately helps in the establishment of the relationships between stimuli and responses (Beavers, Iwata & Lerman, 2013). It is one of the components of the FBA and involves direct manipulation by the procedure of using critical experimental design. It is a type of FBA but all FBAs are not functional analysis which includes direct observation, informative methods and functional assessments.
2.Different levels of difficulties can be noticed while implementing FBA. Type of information always varies depending upon each of the student’s behaviors, needs and strengths. In certain cases again, specific tools are needed to gather information of the medications, sleeping patterns, social and also interactional abilities. Interviews, record review, checklists, indirect assessments, direct observation are all parts and often confuse a person when he wants to apply in behavior management. These sometimes become difficult to assess. In functional analysis, while using the testing the hypothesis, the relationship between the environment and problem behavior is assessed which might be altered due to alteration in mood swings of the student or when unwilling to participate or leave midway. In that case the causing event for the behavior cannot be controlled with other manipulations of the sources of variants.
Beavers, G.A., Iwata, B.A. and Lerman, D.C., 2013. Thirty years of research on the functional analysis of problem behavior. Journal of Applied Behavior Analysis, 46(1), pp.1-21.
Crone, D. A., Hawken, L. S., & Horner, R. H. (2015). Building positive behavior support systems in schools: Functional behavio
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