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Functional Behavior Assessment and Intervention

The study intends to establish whether integration of functional behavior assessment and function-based behavior support can be used in reducing problem behavior in young children of school-going age by analyzing variables that may increase the proportion of children to whom the first step is applicable. This position is supported by the introduction of manualized intervention and behavior support (Carter and Horner, 2007 p.230).

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The authors have reviewed relevant literature as they use evidence-based interventions that have been demonstrated through research to be sound and effective. The manuals serve to bridge the gap between actual experiments and the intended practice.

The authors have addressed a socially important problem as it targets children in school-going age who are at risk of engaging in social evils. The authors do this by incorporating modules like the screening process, the intervention of the teachers, and the training of the parents. Screening is an important aspect as it helps in discerning behavior disorders. A teacher’s input is to make reports on the children’s progress. This study prioritizes direct observation tools as the surest way of identifying children with internalizing and externalizing behavior disorders. School intervention module- a perceived consultant-based intervention- curbs problem behavior. It also enhances adaptive prosocial behavior.

The research question is not explicitly stated in the case study but as one reads the report, he gets to know what the research inquires about, whether there is the differential effect between function-based and non-function-based first step in an effort to curb problem behaviors in children of school-going age.

The author gives details describing current conditions and details suggestions for change. Functional behavioral evaluation and purpose-based conduct support is the first stage in success etiquette. The authors made use of the current intervention that integrated a function-based behavior approach with its reversal design. This involved withdrawal and reimplementation.

The population that will be affected by the proposed information change will be the student who was involved in the study (Noah), the teachers, and twenty-eight students who were Noah’s classmates.

The results and findings were summarized by the author. The results captured problem behaviors that were summarized in figures, academic engagements, and social skills rating system assessment. Noah was identified to be having problem behaviors in 37 percent of instances. When he was nominated in the study, the problem behavior decreased to 10 percent. When instructors employed first-step procedures and function-based support, the problem behavior was still small. The final teacher phase further decreased problem behavior. Results for academic engagement have also been provided in the form of figures. Studies show that student engagement increases when this current intervention is applied to children with problem behavior. Data that relates to social skills rating system assessment have also been tabulated by this study. Percentile ranks are used here. Noah has a 16th percentile in social skills, 93rd percentile in problem behavior, and 73rd percentile in academic competence before the intervention is put in place. However, after the intervention, he acquires a 55th, 75th, and 75th percentile in social skills, problem behavior, and academic competence respectively. These scores put him in the average range with other schoolmates.

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The study stipulates that functional behavioral assessment and function-based support can be a crucial remedy for students undergoing first-step processes. Suggestions have been made to the effect of integrating manualized interventions with function-based supports.

Reference List

Carter, D. R. and Horner, R. H. (2007). Adding Functional Behavioral Assessment to First Step to Success: A Case Study. Journal of Positive Behavior Intervention, 9(4), 229-238.

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"Functional Behavior Assessment and Intervention." StudyCorgi, 2 Dec. 2021,

1. StudyCorgi. "Functional Behavior Assessment and Intervention." December 2, 2021.


StudyCorgi. "Functional Behavior Assessment and Intervention." December 2, 2021.


StudyCorgi. 2021. "Functional Behavior Assessment and Intervention." December 2, 2021.


StudyCorgi. (2021) 'Functional Behavior Assessment and Intervention'. 2 December.

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