chapter 5: understanding functional behavior assessment behavior management: principles and...
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CHAPTER 5:Understanding Functional
Behavior Assessment
Behavior Management:Principles and Practices of Positive Behavior Supports
Third EditionJohn J. WheelerDavid D. Richey
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Wheeler/Richey. Behavior Management, 3e. © 2014, 2010, 2005 by Pearson Education, Inc. All Rights Reserved
5-2
Objectives
• Describe the importance of functional behavior assessment (FBA)
• List and discuss assumptions concerning challenging behavior
• List and discuss the components of the FBA
• List and describe recommended approaches for the development of a Behavior Support Plan (BSP)
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Wheeler/Richey. Behavior Management, 3e. © 2014, 2010, 2005 by Pearson Education, Inc. All Rights Reserved
5-3
Functional Behavior Assessment
• FBA has been a widely accepted practice used to assess and better understand challenging behavior in schools since the 1997 Reauthorization of the Individuals with Disabilities Education Act.
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5-4
Functional Behavior Assessment continued…
• The Functional Behavior Assessment (FBA) is the starting point for the development of the Behavior Support Plan (BSP) in that it:
•Provides useful and reliable information as to the cause(s), function(s) and maintaining variables associated with challenging forms of behavior
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Wheeler/Richey. Behavior Management, 3e. © 2014, 2010, 2005 by Pearson Education, Inc. All Rights Reserved
5-5
FBA and the Law
○ The use of functional behavior assessment and positive behavior supports was reaffirmed in the 2004 Individuals with Disabilities Education Improvement Act.
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Wheeler/Richey. Behavior Management, 3e. © 2014, 2010, 2005 by Pearson Education, Inc. All Rights Reserved
5-6
Assumptions Concerning Challenging Behavior
• PBS views all behavior as purposeful
• Challenging behavior occurs as a result of skill deficits that are incongruent with environmental demands and or as a result of performance problems
• Multiple factors influence challenging behavior
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Wheeler/Richey. Behavior Management, 3e. © 2014, 2010, 2005 by Pearson Education, Inc. All Rights Reserved
5-7
Assumptions Concerning Challenging Behavior
• PBS and the use of the FBA provides a solution-based alternative to understanding and proactively addressing challenging behaviors
• Reactive approaches that place blame on the learner and or family are not only unprofessional but provide little in terms of offering a solution
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Wheeler/Richey. Behavior Management, 3e. © 2014, 2010, 2005 by Pearson Education, Inc. All Rights Reserved
5-8
Components of the FBA
• Combines direct and indirect forms of assessment–Operationally define the target behavior–Use of a structured interview with teachers, parents and caregivers–And/or student-assisted interview aimed at identifying the student’s likes and dislikes relative to school and course content
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Wheeler/Richey. Behavior Management, 3e. © 2014, 2010, 2005 by Pearson Education, Inc. All Rights Reserved
5-9
Components of the FBA continued…
• Further sources of information relative to the target behavior include:–Review of student records–Behavioral Rating Scales–Behavioral Observations○A-B-C Recording○Frequency or Event Recording○Scatter-plot analysis○Interval Recording
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Wheeler/Richey. Behavior Management, 3e. © 2014, 2010, 2005 by Pearson Education, Inc. All Rights Reserved
5-10
Interval Recording
• Interval recording includes the use of:–Whole Interval Recording-The behavior must occur throughout the entire interval–Partial Interval Recording-The behavior occurs only a portion of the interval–Momentary Time Sampling-The behavior is observed and at the precise moment the observer notes the occurrence or nonoccurrence of the behavior
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5-11
Summary of the FBA Process
• The behavior of concern is identified–Operationally defined–Data collected relative to the behavior○Structured interviews○Review of student records○Scatter-plot analysis○Behavioral observations○Data collected and analyzed○Function(s) of the behavior determined
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Summary of the FBA Process continued…
• Antecedent and consequence variables associated with the target behavior identified
• Hypotheses as to cause/effect of the behavior are developed
• Function-based interventions are designed
• Behavior Support Plan developed
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5-13
Functional Analysis
• A functional analysis is often done when the function of the behavior cannot be determined through the FBA
• Evolved from the early work of Skinner;
• Includes analogue assessments, naturalistic assessments, and interviews
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5-14
Functional Analysis continued…
• Its unique feature is that it attempts to explain (a) function of the behavior, (b) hypotheses re the behavior (b) alter environments, (c) identify alternative responses (replacement behaviors)
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5-15
Functional Analysis continued…
• Powerful tool in identifying the function(s) associated with challenging behavior.
• Has traditionally been conducted through analog assessment (simulations). This in of itself is a potential limitation in terms of the utility of functional analysis in applied settings such as schools
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5-16
Functional Analysis continued…
• Typically attention, escape, sensory stimulation, access to tangibles and play are the conditions associated with a functional analysis
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Wheeler/Richey. Behavior Management, 3e. © 2014, 2010, 2005 by Pearson Education, Inc. All Rights Reserved
5-17
Developing the Behavior Support Plan (BSP)
• Typically the strategies used in developing the BSP include:
–Modifying setting events and antecedents–Teaching replacement behaviors that serve the same function–Modifying consequences using such methods as differential reinforcement in an effort to build the efficiency of the replacement behavior