functional behavioral assessments
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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 - PowerPoint PPT PresentationTRANSCRIPT
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Functional Behavioral Assessments
Reading and Understanding Student Behavior
By Tracy Wheeler – 1/2012
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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)
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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
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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
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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.
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Functional Behavioral AssessmentCollect Data• ABC Data
• Motivation Checklist• Thinking Skills Inventory
• Observational Data (frequency/duration)
Functional Behavioral Assessment
(FBA)
Behavioral Intervention Plan(BIP)
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• 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
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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
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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
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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
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Data Collection Methods
Target Behavior
Possible function Motivation
Assessment Checklist
Environment in Which the Bx
occurs
Frequency of Bx
Duration ofBx
Incompatible Behaviors
Reinforcementpreferences
ABC Data
Coping skillsNeeds/Strengths
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Collecting ABC DataBehaviors
Antecedent Problem Behavior Consequence
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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
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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
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Consequence Events• Peer laughs• Class stops• Teacher rescues• Sent home• Escape the task• Diminished expectations• Being ignored/isolated• Escape the sensory feeling
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FBA to BIP
Target Bx Identified
Data Collection
Functional Hypothesis Developed
InterventionsAssigned
Data CollectionOn New
Interventions
Modify, reviseUpdate on an Ongoing basis
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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
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Basic Functions of Behavior• Attention/Access• Avoid/Escape• Sensory satisfaction
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Attention/Access
Attention from Significant adult
Attention from peers/Whole class
Attention from parents/family
Access to toy/materials
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Avoid/Escape
Excessive demands/Over correction
Incompetence
Prolonged work periods/Low interest task
Low Frustration tolerance
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Sensory
Loud noise
Chaotic/unpredictable schedule
Tactile expectations
Large groups
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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
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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
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Interventions Cont….• Sometimes a combination of all of the
above
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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
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• 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
FBA
BIPOngoing Revision
Child