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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

Functional Behavioral Assessments

Reading and Understanding Student Behavior

By Tracy Wheeler – 1/2012

what is an fba
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)
who needs a fba
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
who participates in a fba
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
basic principle
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.

slide6

Functional Behavioral Assessment

  • Collect Data
  • ABC Data
  • Motivation Checklist
  • Thinking Skills Inventory
  • Observational Data (frequency/duration)

Behavioral Intervention Plan

(BIP)

Functional Behavioral Assessment

(FBA)

slide7

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
describe define the behavior
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

characteristic descriptors or vagaries
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

describe define the behavior1
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

antecedent
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

example antecedent events
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

consequence events
Consequence Events

Peer laughs

Class stops

Teacher rescues

Sent home

Escape the task

Diminished expectations

Being ignored/isolated

Escape the sensory feeling

data functional hypothesis
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
basic functions of behavior
Basic Functions of Behavior

Attention/Access

Avoid/Escape

Sensory satisfaction

interventions
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
interventions cont
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

interventions cont1
Interventions Cont….

Sometimes a combination of all of the above

interventions cont2
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

slide26

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