Function-Based Intervention is an action plan that is developed by taking into consideration the information obtained from the Functional Behavior Assessment and must addresses the purpose that the behavior serves for the child. The general goal of the Function Based Intervention is to have the child gain access to the same reinforcement that was maintaining the inappropriate behavior but now have it maintain alternative appropriate behaviors. In addition, the intervention must reduce or eliminate the reinforcement obtained when the child exhibits the inappropriate behavior. For example: the child may gain teacher attention for raising his hand and answering when called while at the same time eliminate the reinforcement for blurting out the answer out of turn.
Interventions, particularly those designed by non-behavior analysts, tend to use punishment strategies and not consider the function that the behavior is serving for the child. Behavior plans also tend to inappropriately over emphasize the manipulation of consequences and overlook the circumstances that may be setting the stage for the disruptive behavior to occur. Research has revealed that some common instructional practices and whole class management procedures currently used in classrooms may inadvertently be promoting inappropriate student behavior.
Behavioral interventions are normally sought by schools once the behavior of the student is very severe. Behavioral methodology is very powerful and can successfully intervene with severe behavior but it works wonderfully when used preventively. It takes considerable more effort to correct severe behavior that is well established than to prevent it or deal mild initial occurrences.
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