Monitoring Functional Behavior Assessments with Fidelity
Learn How to Improve Treatment Integrity in Your Schools
Functional behavior assessments are procedures implemented to determine the cause of behaviors displayed by individuals with cognitive or communication disabilities. Experienced school administrators are likely familiar with the application of functional behavioral assessments in special education programs. However, every school district’s program can benefit from measuring the effectiveness of these assessments; with these measurements, school administrators can more efficiently manage caseloads, as well as identify and correct assessment errors.
Consider Treatment Integrity with Functional Behavior Assessments
Maintaining and improving treatment integrity is essential when monitoring functional behavior interventions in schools. Identifying errors in treatment integrity are intended not only for research purposes but also to demonstrate areas for improvement and advance the program’s ability to prevent mistakes in future interventions. These strategies often involve:
- Evaluating the delivery of an intervention
- Observing how the student receives the intervention
- Perceiving how the student utilizes learned skills in academic and social environments
What impacts treatment integrity? Some factors include the similarity between the intervention and the student’s classroom practices; the time allotted for interventions to take place; the experiences, attitudes, and skills of staff members involved with these interventions, and more.
Two Types of Observations
Methods of monitoring behavioral assessments in schools fall under two categories: direct and indirect.
- Direct measures of observation include the collection of antecedent, behavior, consequence data during observations of the child within the classroom environment; this may mean videotaping, audiotaping, or using computer software to obtain data.
- Indirect measures are considered more time efficient but may be less accurate. These types of data include self-reports, rating scales, record review, parent/teacher interview, etc.
A therapy and related service provider such as PTS can work with you to determine which strategies work best for each intervention.
Applying these strategies means you as an administrator must draw lines of communication between IEP team members. Bringing teachers, therapists, paraprofessionals, and parents together and getting them all on the same page regarding intervention strategies and results will ensure effectiveness and avoid confusion.
The clinical leaders at PTS dedicate themselves to helping school administrators optimize their special education programs through assessing treatment integrity, encouraging communication and involvement, and more. Discover how our services can benefit your budget, your program, and—most importantly—your students.