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Functional Behavioral Assessments

Functional Behavioral Assessments. Reading and Understanding Student Behavior By Tracy Wheeler – 1/2012. What is an FBA?. Data based look at student behavior that is interfering with academic/social progress Diagnose/hypothesize causes of presenting behaviors

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Functional Behavioral Assessments

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  1. Functional Behavioral Assessments Reading and Understanding Student Behavior By Tracy Wheeler – 1/2012

  2. What is an FBA? • Data based look at student behavior that is interfering with academic/social progress • Diagnose/hypothesize causes of presenting behaviors • Create viable options for interventions that lead to the BIP (Behavioral Intervention Plan)

  3. Who needs a FBA???? • Anyone that staff are concerned about for which typical interventions/methods have not been effective in changing behavior. • Student receiving SPED services is suspended for more than 10 + days • Any student being considered for a more restrictive school placement due to behavior • When behavior is a component of the student receiving SPED services profile

  4. Who Participates in a FBA?? Some or more of the following; • General education staff (teacher, guidance, specialists, principal, etc.) • SPED staff as needed • Family and other people that know the child outside of school (parents, therapists, etc.) • An individual that has knowledge about data collection techniques • Student as appropriate

  5. Basic Principle If you want to change a behavior you need to alter the events which precede or follow the behavior. Know your ABC’s.

  6. Functional Behavioral Assessment • Collect Data • ABC Data • Motivation Checklist • Thinking Skills Inventory • Observational Data (frequency/duration) Behavioral Intervention Plan (BIP) Functional Behavioral Assessment (FBA)

  7. Data Collection • Often helpful when more than one person collects data (multiple perspectives) • Collected from more than one setting • Use more than one data collection tool • Use tools that look at skills and possible functions of the behavior • Involve the student if possible • Define the Behavior specifically – avoid vagaries

  8. Describe/Define the Behavior Avoid vagaries Tracy is manipulative Victor is hyper Mary is defiant Bruce is fresh Walker is angry Elsa is whiny Roberto can’t attend

  9. Characteristic descriptors or Vagaries …. Voice an opinion Can be judgmental Presume a purpose Connect the child and the Bx Don’t tell the REAL story

  10. Describe/Define the Behavior Terms that describe the behavior Tracy was playing on playground with two peers Peers override her idea for a game Tracy pushes one peer, grabs the ball and runs away

  11. Data Collection Methods

  12. Collecting ABC Data

  13. Antecedent Something that happens before the problem behavior and is usually causal or influential Generally connected to the problem behavior in a way that a pattern can be established

  14. Example Antecedent Events Criticism or correction Poor grade Difficult or novel task Sensory factors Change in schedule/s Rejection from a peer Child feels unwell Peer getting attention Difficulty communicating wants/needs

  15. Consequence Events Peer laughs Class stops Teacher rescues Sent home Escape the task Diminished expectations Being ignored/isolated Escape the sensory feeling

  16. FBA to BIP

  17. Data Functional Hypothesis • Frequency/Duration/Environment • Look for patterns in the data • Motivation Assessment results (Function of Behavior) • Look for skill deficits/strengths (frustration tolerance, social skills, cognitive flexibility, sensory needs) • Develop a hypothesis and test with interventions

  18. Basic Functions of Behavior Attention/Access Avoid/Escape Sensory satisfaction

  19. Interventions • High attention seeking function should lead to reinforcement schedule (of target or alternate bx’s) • High sensory seeking should lead to sensory diets and modifications in environment

  20. Interventions Cont…. High avoidance bx’s should lead to modifications with work load/content/presentation Low skill levels should lead to direct instruction of coping skills

  21. Interventions Cont…. Sometimes a combination of all of the above

  22. Interventions Cont…. Alter the A or the C (or both) Change the environmental factors Change teacher/peer reactions Provide reinforcement for alternate bx Alt communication methods Sensory diets/strategies Teach needed skills Be clear about roles, responsibilities, timelines, and consistency

  23. FBA Ongoing Revision Child BIP • Create a plan based on data and hypothesis • Collect data – revise - modify the plan • Allow enough time for interventions to work and make sure that the interventions are being implemented accurately/consistently • Revisit often – • Strategically fade the plan to create student independence • Involve the student in goals, fading and level of independence

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