The Influence of Functional Behavioral Assessment on the Social Interaction of Learners with Autistic Spectrum Disorders
Patience Wafula Ngachi, Bota Kennedy and Bill Ouda
Masinde Muliro University of science and Technology, Kenya
https://orcid.org/0009-8011–6795
https://orcid.org/0000-0002-0942-6169
https://orcid.org/0000-0002-2006-7478
Email: ngachipatience@gmail.com/jouda@mmust.ac.ke/kbota@mmust.ac.ke
Abstract: Autism Spectrum Disorder (ASD) is a neurodevelopmental condition marked by deficits in social communication and adaptive behavior, which limits school participation. Although Functional Behavioral Assessment (FBA) is a globally recognized evidence-based intervention, learners with ASD in Kakamega Central Sub-County, Kenya, continue to experience social isolation, stigmatization and poor integration due to limited specialized resources, inadequate teacher training in function-based interventions, and misconceptions about challenging behaviors. The article established the influence of FBA on social performance of learners with ASD in special primary schools and units in Kakamega Central Sub-County. Grounded on Albert Bandura’s Social Learning Theory. Descriptive cross-sectional design was usd. f 190 learners were sampled through stratified proportionate sampling based on school type and unit size using the Krejcie and Morgan table. Data were collected using a structured teacher questionnaire , checklists and semi-structured interviews with headteachers. Instruments were piloted with 20 teachers outside Kakamega County. Results showed FBA was implemented for 62.6% of learners. The null hypothesis (H01) that FBA has no significant influence on social interaction was rejected. Learners who received FBA had significantly higher social interaction scores (M=24.32 vs. 17.69; t=-9.477, p<0.001), with regression analysis confirming a strong independent effect (β=0.47, p<0.001).The study demonstrates that systematic FBA promotes social inclusion, autonomy and peer acceptance even in resource-constrained Kenyan schools, improving classroom functioning and reducing problem behaviors. It is significant for teachers, families and policymakers. Recommendations include mandatory FBA training for special needs teachers and adoption of low-cost documentation systems in schools into pre-service teacher curricula in Kenyan universities.
