Functional Behavioral Assessments and Behavioral Intervention Plans

1. Functional Behavioral Assessments and Behavioral Intervention Plans Presented by Dr. Mike Edmonds Perry County School District August 1, 2007

2. When is FBA Used? when legally required challenging behaviors when program ineffective risk of harm or exclusion when restrictive setting considered repeated and serious behavior

3. **What's All The Hype?** Definition: Functional behavioral assessment is

4. Functional behavioral assessment is an approach used to help a pupil with a chronic behavior problem a problem solving method - one which takes time and creative collaboration among professionals and parents built on the assumption that, if a pupil keeps repeating a problem behavior, that behavior must be serving some purpose for the student - otherwise, he or she would not keep repeating it

5. Definition continued: a process of looking for patterns in what happens around and/or to the student just before and just after the problem behavior examination of these patterns to identify their purpose or their "function;" some possible functions are: avoiding something, getting something, and making something happen creative problem solving to enable the pupil to achieve the same purpose in a more appropriate or more acceptable way

6. Functional behavioral assessment is NOT ... the first technique a teacher uses when a pupil misbehaves a quick fix a choice for teachers of pupils with disabilities - it's required by federal statutes (such as the IDEA and Section 504) and by some states (such as Mississippi, 37-11-18.1 & 37-11-55) a do-it-yourself technique - it takes collaboration

7. Perry County Counselor Referral Form Counseling for behavioral change Extremely effective with early referral Make a counselor referral at the first sign of disruptive behavior

8. **Some Common Functions Served by Misbehaving** Getting attention from teachers or peers - for example . . . arriving late -> people look at you talking when you're supposed to be quiet ---> the teacher reprimands you making silly noises or telling dumb jokes ---> peers talk to you ( or about you within your hearing) giving a flip answer to a teacher's question ---> peers laugh at you

9. Escaping work, people, noise, or something else - for example hand-flapping and moaning ---> getting to go sit in the "quiet" room giving a really wrong answer to a vocabulary question --->getting a teacher to "throw up her arms" in exasperation and walk away, never calling you to read aloud cursing at the teacher when she insists you do the assignment ---> getting sent to the principal's office and thereby getting out of English class throwing a kicking, screaming, flailing temper tantrum ---> getting out of morning circle (and getting comfort from the teacher or aide, which would also be an example of getting attention from teachers or peers)

10. Obtaining a desired object or event - for example . . . threatening to "get" a peer after school ---> getting the peer to hand over his dessert yelling "It's not fair," "You don't like me," or "He cut in front" ---> getting the teacher to let you be first in line cursing at the teacher when she insists you do the assignment ---> getting to see the teacher "lose it" by ranting and raving in front of the class flicking the light switch on and off ---> getting to watch a light flicker on and off yelling that you won't do "this baby work" ---> getting the teacher to help you with the assignment

11. A---> B ---> C ---> Analysis An ABC analysis enables you to analyze clues about why the student keeps doing the same problem behavior. Your purpose is to identify patterns in order to hypothesize about the function the problem behavior is serving. *Antecedent* what happens just before the behavior occurs? Identification of the people, events, and/or things present in the situation just before each behavior. *Behavior* what the student does. The problem behavior stated in observable terms. *Consequence* what happens after the behavior? What happens after the student engages in the problem behavior?

12. Develop & Implement Behavioral Intervention Plan As a team, develop the Behavioral Intervention Plan to address the behavior, using the information gathered and summarized in your Functional Behavioral Assessment. Implement Plan Manipulate the antecedents and/or consequences of the behavior Teach more acceptable replacement behaviors that serve the same function as the inappropriate behavior Implement changes in curriculum and instructional strategies Modify the physical environment.

13. BIP Behavior Intervention Plans must be monitored and data collected and recorded on a regular basis. Decisions must be made by the team as to what is working and what is not working. For those strategies that are not working, the team must modify and/or change the plan to try something else.

14. 6 Steps of the FBA Identify the Problem Collect Data Analyze the Data Make Determinations & Hypotheses Develop & Implement a Behavioral Intervention Plan Evaluate Progress & Follow-up as Necessary

15. Summary Functional Behavioral Assessment is a tool used to make decisions about why behaviors are occurring. It is necessary in order to change behavior to develop appropriate Behavioral Intervention Plans and utilize those plans on a consistent basis over a reasonable amount of time.

16. Counselor Referral Form Fill it out!!!!!!! Insanity: doing the same thing over and over again and expecting different results. Albert Einstein