Functional behavioral assessment
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Functional Behavioral Assessment. Mini-Module. Outcomes. Define changes to Chapter 14 regarding Functional Assessment and Positive Behavior Support Define Positive Behavior Support Define 3 levels of functional assessment. Positive Behavior Support. §14.133(a), § 711.46(a).

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Functional behavioral assessment

Functional Behavioral Assessment

Mini-Module


Outcomes

Outcomes

  • Define changes to Chapter 14 regarding Functional Assessment and Positive Behavior Support

  • Define Positive Behavior Support

  • Define 3 levels of functional assessment


Positive behavior support

Positive Behavior Support

§14.133(a), §711.46(a)

Behavior support programs and plans must be based on a functional assessment of behavior and utilize positive behavior techniques.

When an intervention is needed to address problem behavior, thetypes of intervention chosen for a particular student or eligible young child must be the least intrusive necessary.


Positive behavior support1

NEW

Positive Behavior Support

§14.133(a), §711.46 (a)

The use of restraints is considered a measure of last resort, only to be used after other less restrictive measures, including de-escalation techniques.


Positive behavior support2

Positive Behavior Support

NEW

§14.133(b), §711.46(b)

Positive behavior support plans –

A plan for students with disabilities and eligible young children who require specific intervention to address behavior that interferes with learning. A positive support plan must:

Be developed by the IEP team,

Be based on a functional behavior assessment,

Becomes part of the individual eligible young child’s or student’s IEP


Positive behavior support3

Positive Behavior Support

§14.133(b), §711.46(b)

Positive behavior support plans

Such plans must include methods thatutilize positive reinforcement and other positive techniques to shape a student’s or eligible young child’s behavior, ranging from the use of positive verbal statements as a reward for good behavior to specific tangible rewards


Positive behavior support4

Positive Behavior Support

§14.133(f), §711.46(f)

  • School entitieshave the primary responsibility for ensuring that positive behavior support programs meet regulatory requirements, including

    • the training of personnel for the use of specific procedures, methods and techniques

    • having a written policy and procedureson the use of positive behavior support techniques and obtaining parental consent prior to the use of restraintsor intrusive procedures

  • In accordance with their plans, agencies may convene a review, including the use ofhuman rights committees, to oversee the use of restrictive or intrusive procedures or restraints.


Positive behavior support5

Positive Behavior Support

NEW

§14.133(h), §711.46(h)

Subsequent to a referral to law enforcement, for students with disabilities who have positive behavior support plans, an updated functional behavior assessment and positive behavior support plan must be completed.


The following methods may not be used

The following methods may NOT be used…

  • Corporal punishment

  • Punishment for behavior that is caused by the student’s disability

  • Locked rooms, locked boxes, or other locked structures or spaces from which the student cannot readily exit

  • Noxious substances

  • Deprivation of basic rights, such as withholding meals, water, or fresh air

  • Treatment of a demeaning manner

  • Electric shock

  • Suspension or removal s from classes for disciplinary reasons that form a pattern.

§14.133(e 1-8)


What is positive behavioral support

What is Positive Behavioral Support?

A new way of thinking about behavior

Broadens intervention from only one approach - reducing challenging behavior to…..

Encompasses multiple approaches: changing systems, altering environments, teaching skills, and appreciating (actively acknowledging) positive behavior


Pbs includes

PBS Includes

A team process for goal setting

Functional Behavioral Assessment

Behavior intervention plan design, implementation, and evaluation

This means that everyone is prepared to interact with the child in the same way.


Functional behavioral assessment

IEP teams determine that the student’s behavior impedes his/her learning or that of others

Start

Conduct Functional Assessment

Chapter 14 New Requirement

High Confidence in Hypothesis

Develop Positive Behavior Support Plan

YES

NO

Conduct Full Functional Assessment

NO

Satisfactory Improvement

YES

Develop Positive Behavior Support Plan

Monitor & Modify PBSP Regularly

12

Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/08 http://www.pbis.org/files/1107gsbrieffba.ppt


Functional behavior assessment fba

Functional Behavior Assessment (FBA)

FBA is a process for gathering information

to understand the function (purpose) of

behavior in order to write an effective

positive behavior support plan.


Assumptions underlying fba

Assumptions Underlying FBA

  • Behavior is learned and serves a specific purpose.

    • To get

    • To avoid

  • Behavior is related to the context within which it occurs


Questions to address

Questions to Address

How often does the target behavior occur & how long does it last?

Where does the behavior typically occur/never occur?

Who is present for the occurrence/nonoccurrence of the behavior?

What is going on during the occurrence/nonoccurrence of the behavior?

When is the behavior most likely/least likely to occur?

How does the student react to the usual consequences that follow the behavior?


Analyzing patterns

Analyzing Patterns

  • Under what circumstances or antecedent events is the target behavior most/least likely? WHEN? WHERE? WHAT? WHO? WHY?

  • What consequences or results predictably follow the target behavior? WHAT DO THEY GET? WHAT DO THEY AVOID?

  • What broader issues are important influences on behavior?


Summary statement

Summary Statement

1. When this occurs…(describe circumstances/antecedents)

2. the child does…(describe target behavior)

3. to get/to avoid…(describe consequences)


Functional behavioral assessment

IEP teams determine that the student’s behavior impedes his/her learning or that of others

Start

Conduct Functional Assessment

Chapter 14 New Requirement

High Confidence in Hypothesis

Develop Positive Behavior Support Plan

YES

NO

Conduct Full Functional Assessment

NO

Satisfactory Improvement

YES

Develop Positive Behavior Support Plan

Monitor & Modify PBSP Regularly

Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/08 http://www.pbis.org/files/1107gsbrieffba.ppt


Functional behavioral assessment

1.Informal

  • Archival Review

  • Problem Solving Meeting

2. Indirect

  • Checklist

  • Functional Assessment Interview

  • Initial Line of Inquiry

3. Direct Observation

  • A-B-C data

  • Structured, Planned Observation

FBA LEVELS

Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/08 http://www.pbis.org/files/1107gsbrieffba.ppt


Informal

Informal

  • Archival Review

    • Office Discipline Referrals

  • Problem Solving Meeting


Mark banks

Mark Banks

WWW.swis.org


Functional behavioral assessment

WWW.swis.org


Functional behavioral assessment

Math Class

WWW.swis.org


Functional behavioral assessment

WWW.swis.org


Functional behavioral assessment

WWW.swis.org


Functional behavioral assessment

WWW.swis.org


Functional behavioral assessment

Mark

As a result of a brief problem solving meeting based of office discipline referrals

Function(Reinforcer)

Detention with same group of boys

To gain peer attention

Target Behavior

Inappropriate Language

Setting Events/Antecedent

Math Class

Certain group of boys

27


Functional behavioral assessment

IEP teams determine that the student’s behavior impedes his/her learning or that of others

Start

Conduct Functional Assessment

High Confidence in Hypothesis

Develop Positive Behavior Support Plan

YES

NO

Conduct Full Functional Assessment

NO

Satisfactory Improvement

YES

Develop Positive Behavior Support Plan

Monitor & Modify PBSP Regularly

28

Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/08 http://www.pbis.org/files/1107gsbrieffba.ppt


Functional behavioral assessment

FBA LEVELS

30% Reliability in identifying function

60-80% reliable

Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/08 http://www.pbis.org/files/1107gsbrieffba.ppt;

http://www.behaviordoctor.org/


Functional assessment tools

Functional Assessment Tools

Functional Assessment Team Forms

Functional Assessment Interview Forms

Functional Assessment Behavioral Pathways

Functional Assessment Observation Tools


Functional behavioral assessment

IEP teams determine that the student’s behavior impedes his/her learning or that of others

Start

Conduct Functional Assessment

High Confidence in Hypothesis

Develop Positive Behavior Support Plan

YES

NO

Conduct Full Functional Assessment

NO

Satisfactory Improvement

YES

Develop Positive Behavior Support Plan

Monitor & Modify PBSP Regularly

31

Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/08 http://www.pbis.org/files/1107gsbrieffba.ppt


Functional behavioral assessment

Permission to Evaluate?

FBA LEVELS

Permission to Evaluate?

Permission to Evaluate?

Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/08 http://www.pbis.org/files/1107gsbrieffba.ppt

32


Positive behavior support6

Positive Behavior Support

On going assessment and monitoring

Behavior Support Plan

Functional Assessment


Positive behavior support plan

Positive Behavior Support Plan

Proactive

Adjusting the environment that reduce the likelihood of problem behavior occurring

Allowing the student to be independent and successful

Examples: modifying the curriculum, reorganizing the physical setting, clarifying routines and expectations

http://www.behaviordoctor.org/


Positive behavior support plan1

Positive Behavior Support Plan

Educative

Teaching replacement skills

Allowing students to meet objectives in more effective, efficient, and appropriate ways (e.g., communication alternatives)

Examples: Communication Alternatives

http://www.behaviordoctor.org/


Positive behavior support plan2

Positive Behavior Support Plan

Effective

Managing consequences to reinforce desired behaviors and replacement skills

Withholding reinforcement following target behavior

Examples: Praise, Access to reward, verbal redirect, loss of privilege

http://www.behaviordoctor.org/


Functional behavioral assessment

Desired Behavior

Reinforcement

Setting Event

Target Behavior

Reinforcement (< R+)

Antecedent

Acceptable Alternative

Reinforcement

(Function)

Antecedent Modifications

Behavior Support Plan

Proactive

Educative

Effective

The summary statement is the foundation for a positive and supportive plan

http://www.behaviordoctor.org/


Functional behavioral assessment

Behavior Strategies Worksheet

Student Name: _______________________________ Date:___________

Problem

Behavior

Maintaining

Consequence

Trigger/Antecedent

Consequence

Strategies

New Skills

Antecedent Strategies


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