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Functional Behavior Assessment. 2011 SEL Academy Professional Development. Goals. By the end of the session the participants will be able to Define in observable terms problem behaviors Identify the purpose of function of problematic behaviors Create a comprehensive FBA

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Functional behavior assessment

Functional Behavior Assessment

2011 SEL Academy

Professional Development


Goals
Goals

  • By the end of the session the participants will be able to

    • Define in observable terms problem behaviors

    • Identify the purpose of function of problematic behaviors

    • Create a comprehensive FBA

    • Create PBSP based on Scenario


Discussion
Discussion

  • How many of you have conducted a Functional Behavior Assessment?

  • What was your process?

    • How successful has this process been for you, your teachers and your students?

    • What are the barriers to conducting a comprehensive FBA?


FBA:

What?

  • Team process for behavior problem-solving

  • Consists of information-gathering procedures resulting in a working hypothesis related to the function(s) of behaviors.

  • Process also identifiesenvironmental antecedents and consequences that maintain the behaviors

  • Information gathered used to develop a behavior intervention plan (BIP)


FBA

When

  • Disciplinary Change in Placement

    • More than 10 school days consecutively

    • More than 15 school days cumulatively in a school year

  • Pattern of disciplinary infractions

  • Exclusion from school for student with Mental Retardation

  • 504 Service (behavior)

  • CSAP


FBA:

Why?

  • Develop specific, clear description of the behavior of concern

  • Identify antecedents and consequences that correspond to behavioral episodes

  • Develop summary statements that identify the perceived function(s) of the behavior(s) of concern

  • Forms the basis for the PBSP


Types of problem behavior
Types of Problem Behavior

  • Problem behavior typically falls into one or more of these general categories:

    • (a) behavior that produces attention and other desired events (e.g., access to toys, desired activities),

    • (b) behavior that allows the person to avoid or escape demands or other undesired events/activities, and

    • (c) behavior that occurs because of its sensory consequences (relieves pain, feels good, etc.).


Problem behaviors
Problem Behaviors

  • Problem behavior typically falls into one or more of these general categories:

    • (d) access to preferred item

    • (e) power or control


Problem behaviors1
Problem Behaviors

  • Must be Observable & Measurable

    • Easily observed

    • Countable

    • Have a beginning and end


Gallery walk
Gallery Walk

Report out


What do you think
What Do You Think?

Jared talks out at least two times per class. He smiles, and other students snicker, when his teachers remind him to raise his hand. Since the beginning of the year, the problem seems worse.

Do the reminders reinforce or punish him? How do you know?

What might be the function of this behavior?


What do you think1
What Do You Think?

  • Colleen has an argument with someone in the cafeteria at least 3 times a week. The consequence is to stay in at recess and read or work on the computer with the teacher.

  • Is the consequence serving as a reward or a punisher?

  • What might the function of Colleen’s behavior be?


Collection of data
Collection of Data

  • Indirect

    • Use of student records, interviews, questionnaires, or checklists to identify how others perceive the situation and possible motivations for the problem behavior.

  • Direct

    • May employ observations, record the situational factors surrounding the problem behavior.


Indirect student records
Indirect- Student Records

  • Review the student’s records.

    • In a systematic fashion, identify any previous relevant background data from existing documents that relate to the problem behavior.


Indirect interviews
Indirect- Interviews

  • When conducting an interview, consider asking the following questions: . . .

    • WHO is present when the problem occurs? . . .

    • WHAT is happening just before the problem occurs, and what happens immediately after the problem behavior? . . .

    • WHEN does the problem behavior occur? . . .

    • WHERE does the problem behavior take place?



Indirect influencing factors
Indirect- Influencing Factors behavior does NOT occur?

  • Watch for factors that can influence a student’s behavior, such as:

    • Physiological - internal workings of living things, including such functions as metabolism, respiration

    • Environmental - student’s surroundings

    • Curricular and instructional - academic subjects

    • Setting events or incidents that happen some- time before the problem situation.


Direct method
Direct Method behavior does NOT occur?

  • Use direct assessment to observe and record the problem events as they happen. Direct assessments may include frequency counts, interval recording systems, and antecedent-behavior-consequenceor A-B-C charts.


Fba tools
FBA Tools behavior does NOT occur?

  • Structured Anecdotal Report


Fba tools continued
FBA Tools behavior does NOT occur? Continued

Scatterplot


Fba tools continued1
FBA Tools behavior does NOT occur? Continued

  • Event Recording


Fba tools continued2
FBA Tools behavior does NOT occur? Continued

  • Interval Recording


Fba tools continued3
FBA Tools behavior does NOT occur? Continued

Time Sampling


Fba tools continued4
FBA Tools behavior does NOT occur? Continued

  • Duration Recording


Fba tools continued5
FBA Tools behavior does NOT occur? Continued

  • Latency Recording


Beyond data collection
Beyond Data Collection behavior does NOT occur?

DEFINE EVENTS AND SITUATIONS THAT PREDICT OCCURRENCES OF THE BEHAVIOR(S)

  • Time of Day: When are the behaviors most and least likely to happen?

    2. Settings: Where are the behaviors most and least likely to happen?

    3. Social Control: With whom are the behaviors most and least likely to happen?


Beyond data collection1
Beyond Data Collection behavior does NOT occur?

4. Activity: What activities are most and least likely to produce the behaviors?

5. Are there particular situations, events, etc. that are not listed above that “set off” the behaviors that cause concern (particular demands, interruptions, transitions, delays, being ignored, etc.)?

6. What one thing could you do that would most likely make the problem behavior occur?


Beyond data collection2
Beyond Data Collection behavior does NOT occur?

  • 7. What one thing could you do to make sure the problem behavior did not occur?


Beyond data collection3
Beyond Data Collection behavior does NOT occur?

IDENTIFY THE “FUNCTION” OF THE UNDESIRABLE BEHAVIOR(S)

  • Think of each of the behaviors listed, and define the function(s) you believe the behavior serves for the person

    What does he/she get?

    Or

    What exactly does he/she avoid?


Beyond fba pbsp
Beyond FBA (PBSP) behavior does NOT occur?

  • Target Behavior

  • Operationalize Target Behavior

  • Determine Measurement Procedure

  • Gather Baseline Data

  • Set goal for target Behavior

  • Determine reinforcers


Beyond fba pbsp1
Beyond FBA (PBSP) behavior does NOT occur?

  • Develop Intervention Plan

  • Inform student of plan

  • Implement the plan

  • Progress Monitoring of Plan

  • Thinning of reinforcers

  • Fading of Cues


Steps for changing behavior
Steps for Changing Behavior behavior does NOT occur?

  • Decide on which behavior to change.

  • Define the behavior.

  • Collect data for a baseline on the behavior.

  • Intervene on the behavior.

  • Graph and evaluate the ongoing progress*

  • *Revise the program if necessary


Changing behavior successfully
Changing Behavior Successfully behavior does NOT occur?

  • Prioritize behaviors

  • Work only with one or two behaviors at a time

  • Define target behaviors in observable and measurable terms.

Remember that behavioral problems are usually related to skill deficits!


Changing behavior successfully1
Changing Behavior Successfully behavior does NOT occur?

  • TEACHthe behaviors you want the student to exhibit

  • Require only gradual improvement in behavior

  • Use procedures that are easily implemented and inexpensive

Remember that behavioral problems are usually related to skill deficits!


Teaching desired behavior
Teaching Desired Behavior behavior does NOT occur?

  • Use then fade supports to increase the likelihood of appropriate behavior

  • Pairsocial reinforcers with tangible or activity reinforcers

  • Use immediate consequences whenever possible

  • Thoroughly organize and precisely introduce the program to the student


Group activity
Group Activity behavior does NOT occur?

Form Groups of 4 to 5

  • Choose student to conduct an FBA

  • Choose tools to conduct FBA

  • Create PBSP

  • Report Out


Resources
Resources behavior does NOT occur?

  • Special Connections

    http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/index.php

    PaTTAN

    http://www.pattan.net


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