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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 Presentation
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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• Create viable options for interventions that lead to
the BIP (Behavioral Intervention Plan)
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??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• If you want to change a behavior you
need to alter the events which precede or follow the behavior. Know your ABC’s.
Functional Behavioral AssessmentCollect Data• ABC Data
• Motivation Checklist• Thinking Skills Inventory
• Observational Data (frequency/duration)
Functional Behavioral Assessment
(FBA)
Behavioral Intervention Plan(BIP)
• 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• 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 ….
• Voice an opinion• Can be judgmental• Presume a purpose• Connect the child and the Bx• Don’t tell the REAL story
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
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
Collecting ABC DataBehaviors
Antecedent Problem Behavior Consequence
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• 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• Peer laughs• Class stops• Teacher rescues• Sent home• Escape the task• Diminished expectations• Being ignored/isolated• Escape the sensory feeling
FBA to BIP
Target Bx Identified
Data Collection
Functional Hypothesis Developed
InterventionsAssigned
Data CollectionOn New
Interventions
Modify, reviseUpdate on an Ongoing basis
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• Attention/Access• Avoid/Escape• Sensory satisfaction
Attention/Access
Attention from Significant adult
Attention from peers/Whole class
Attention from parents/family
Access to toy/materials
Avoid/Escape
Excessive demands/Over correction
Incompetence
Prolonged work periods/Low interest task
Low Frustration tolerance
Sensory
Loud noise
Chaotic/unpredictable schedule
Tactile expectations
Large groups
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….• 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 Cont….• Sometimes a combination of all of the
above
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
• 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