FUNCTIONAL BEHAVIOR ASSESSMENT IN EDUCTION OF AUTISTIC CHILDREN WITH PROBLEM BEHAVIOUR
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Abstract
Scientific research data evidences that the number of children with autism spectrum disorder (ASD) is growing in Lithuania, as general global trend, however, Lithuanian educators are still unprepared to learn students with ASD (Diržytė, Mikulėnaitė ir Kalvaitis, 2016). One of the reasons of this issue – students’ behavior problems, which significantly disturbs the process of education. The education system in Lithuania has not yet found its unified model of education for effective intervention plans for students with problem behavior, while Functional behavior assessment (FBA) is already successfully used to reduce problem behavior of children with ASD in the United States and in part of Western European countries. The purpose of this article – to explore the practice of Western countries in the application of FBA procedures for the purposes of developing interventions for students with ASD. The meta-analysis of secondary data was performed for the purposes of this research. The article deals only with those studies’ results, which are directly related to the core problem of this article.
The overview of the foreign studies has clearly shown that FBA methods may be effectively applied in both – group and individual learning – to reduce problem behaviours of children with ASD. FBA is a process when the variables influencing problem behavior are identified and this allows you to identify an effective treatment for severe problem behavior.
The FBA provides the means to reduce challenging behavior sets for students with ASD and to use the outcomes of an FBA to develop function-based intervention plans.
Data is essential in determining the effectiveness of an intervention and its durability. Behavior problems of students with ASD have been addressed successfully by using reinforcement of alternative behavior and extinction of inappropriate behavior.
Additional research is necessary in order to find out and justify the effectiveness of the application of FBA in the Lithuanian realm.
The overview of the foreign studies has clearly shown that FBA methods may be effectively applied in both – group and individual learning – to reduce problem behaviours of children with ASD. FBA is a process when the variables influencing problem behavior are identified and this allows you to identify an effective treatment for severe problem behavior.
The FBA provides the means to reduce challenging behavior sets for students with ASD and to use the outcomes of an FBA to develop function-based intervention plans.
Data is essential in determining the effectiveness of an intervention and its durability. Behavior problems of students with ASD have been addressed successfully by using reinforcement of alternative behavior and extinction of inappropriate behavior.
Additional research is necessary in order to find out and justify the effectiveness of the application of FBA in the Lithuanian realm.
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Section
Education Science
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