Using Functional Behavior Assessment in Reducing Classroom Challenging Behaviors of Severe Autism Spectrum Disorder’ Students

HRMARS - The main objective of this research was to examine the effectiveness of utilizing functional behavior assessment strategies for reducing disruptive behaviors observed in classrooms with students diagnosed with severe autism spectrum disorder. Furthermore, the study aimed to assess the impact of a training program on the knowledge of participating teachers regarding the implementation of these assessment strategies. The study included a sample of 6 students with severe autism spectrum disorder who were randomly assigned to a single case study group. Additionally, two teachers from each selected classroom were chosen to receive training on functional behavior assessment strategies, which they then implemented with the students. The knowledge of these teachers was measured both before and after the training program. The findings of the study indicated a statistically significant difference (p = < 0.05) in the post-test results, highlighting the effectiveness of using functional behavior assessment strategies. Moreover, there was also a significant difference (p = < 0.05) in the knowledge of the trained teachers.