Behaviour: 5 Effective Alternatives to Functional Analysis

Introduction

Neurodiversity is the concept that neurological differences are natural and valuable variations in human cognition. This perspective challenges traditional beliefs that some neurological conditions, such as autism, are inherently pathological and need to be “treated” or “cured.” Instead, it argues for the acceptance and support of neurodivergent individuals in all aspects of life, including education. I am always looking to avoid and find alternatives to functional analysis.

Functional Behavior Analysis (FBA) is a widely-used approach in the field of special education to understand and manage challenging behaviors displayed by autistic children. While FBA can be useful in some situations, it is important to consider alternative, neurodiversity-affirming strategies for supporting autistic children in educational settings. This article outlines several such alternatives, emphasizing their potential benefits and providing practical suggestions for implementation.

1. Strengths-based Approach

Instead of focusing on managing “problematic” behaviours, a strengths-based approach emphasizes the unique skills, interests, and abilities of autistic children. This can help to build their self-esteem, foster a sense of belonging, and create a positive learning environment.

Practical Suggestions

• Identify each child’s strengths and interests through observation, discussion, and assessments.
• Incorporate these strengths and interests into the curriculum and learning activities.
• Offer opportunities for students to showcase their talents and achievements, both within the classroom and in the wider school community.
• Encourage collaboration between students with diverse strengths and abilities, promoting mutual learning and understanding.

2. Sensory-friendly Environment

Many autistic children have sensory sensitivities that can make traditional classroom environments overwhelming and distressing. Creating a sensory-friendly environment can help autistic students feel more comfortable, reducing anxiety and the likelihood of behavioral challenges.

Practical Suggestions

• Minimize sensory overload by reducing unnecessary noise, visual clutter, and strong odors.
• Provide a variety of seating options, such as beanbags, wobble chairs, or cushions, to accommodate different sensory preferences.
• Offer fidget tools, noise-cancelling headphones, or other sensory supports as needed.
• Create a designated “quiet space” within the classroom where students can retreat to when feeling overwhelmed.

3. Who Are We Teaching Social Skills For?

Social communication challenges are a core feature of autism, and can sometimes contribute to behavioral difficulties. Providing explicit instruction in social skills can support autistic children in navigating the complexities of social interaction and forming positive relationships with their peers.

Practical Suggestions

• Use Hero Cards, social stories, role-plays, and video modeling to teach specific social skills, such as making eye contact, taking turns, or expressing empathy.
• Encourage peer mentoring, buddy systems, or social skills groups to facilitate practice and generalization of these skills.
• Collaborate with speech and language therapists or other specialists to develop individualized social skills goals and strategies.

4. Emotional Regulation Support

Helping autistic children develop emotional regulation skills can promote self-awareness, self-control, and resilience, reducing the need for behavioral interventions.

Practical Suggestions

• Teach students to recognize and label their emotions using visual aids, such as emotion charts or feelings thermometers.
• Introduce calming strategies, such as deep breathing, progressive muscle relaxation, or grounding techniques.
• Incorporate mindfulness practices, such as meditation or yoga, into the classroom routine.
• Offer opportunities for physical activity and movement breaks throughout the day.

5. Collaborative Problem Solving

Collaborative problem solving (CPS) is an approach that involves working together with the child to understand and address the underlying causes of challenging behaviors. This process fosters mutual respect, empathy, and shared responsibility.

Practical Suggestions

• Engage in open, empathetic conversations with the child to identify their concerns, needs, and perspectives.
• Brainstorm potential solutions together, considering the child’s preferences and abilities.
• Implement chosen solutions with the child’s involvement, and regularly review and adjust as needed.

Non-verbal children, especially those with autism spectrum disorders, often communicate through their behaviour and actions rather than through speech. Their behaviour can provide important insights into their needs, thoughts, and feelings. By carefully observing a non-verbal child’s behaviour and reactions, parents, teachers, and caregivers can gain a better understanding of the child and adapt their environment and interactions to better support the child.

Conclusion

Supporting autistic children in educational settings requires thoughtful consideration of their unique needs, preferences, and abilities. By embracing neurodiversity-affirming alternatives to Functional Behavior Analysis, educators can create inclusive environments that remove the need for long-winded and complex functional analysis observations and paperwork.