Functional Behavior Assessment. Organizer Background and rationale for FBA Steps to conducting an FBA Key components/outcomes of FBA Tools to be introduced:
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Organizer
Background and rationale for FBASteps to conducting an FBAKey components/outcomes of FBATools to be introduced:
Functional Assessment Checklist for Teachers and Staff (FACTS)
Data Collection (observation) Sheets
PracticeFollow-up
Introductions: Your experience with FBA
1… I know FBA is important and would like to learn more about it
2…I know a little but haven’t really done it3…I know a little and have tried it4…I have successfully implemented a FBA
and worked to implement a corresponding BSP
5…I’m an expert in FBA
FBA and the Law
The legal minimum…“Functional behavioral assessment” means an
individualized assessment of the student that results in a hypothesis about the function of a student’s behavior and, as appropriate, recommendations for a behavior intervention plan. (OAR 581-015-2400)
Manifestation Determination Conduct a functional behavioral assessment, unless the
district conducted a FBA before the behavior occurred that prompted the disciplinary action, and implement a behavior intervention plan; or
If the student already has a behavior plan, review the behavioral intervention plan and modify it, as necessary, to address the behavior (OAR 581-015-2415)
Best Practice Recommendations
Continuum of evidence-based supportsSystems first, then individualsFocus on prevention and early interventionIndividualized function-based planning for
those with intensive needs Behavior support plan including objective, measurable
goals and progress monitoring Designed with context in consideration “Working” document that is used and revised
Tier III InterventionsSpecialized
IndividualizedSystems for Students with High-Risk Behavior and Academic Difficulties
Tier II InterventionsSpecialized Group
Systems for Students who are at-risk for behavior and
academic difficultiesTier I InterventionsSchool-/Classroom-Wide Systems and
Instruction forAll Students,
Staff, & Settings
Multi Tiered Instruction
Positive BehaviorInterventions and
Support
Tier III InterventionsSpecialized
IndividualizedSystems for Students with High-Risk Behavior and Academic Difficulties
Tier II InterventionsSpecialized Group
Systems for Students who are at-risk for behavior and
academic difficultiesTier I InterventionsSchool-/Classroom-Wide Systems and
Instruction forAll Students,
Staff, & Settings
Multi Tiered Instruction
Positive BehaviorInterventions and
Support
FBA
Why do People Behave?
Modeling?Accident? Instinct?
Condition?
Why do people continue behaving?
IT WORKS!!!
Understanding Chronic Misbehavior
If a student repeatedly engages in a problem behavior, he/she is most likely doing it for a reason, because it is paying off for the student
The behavior is functional or serves a purpose
Behavior is a form of communication, unfortunately some students learn that problem behavior is the best way for them to get their needs met
Rationale for FBA
Recognize that recurring misbehavior occurs for a reason, and take this into account when determining how to respond to misbehavior
We can understand how to intervene most effectively with a student by identifying the function (or purpose) of their behavior
Focus on what we can change! We cannot prescribe medicine We cannot change the student’s previous
experience We often cannot change parenting practices Some venting is good/necessary, but it can often
lead to less productive meetings
What is FBA?
A systematic process for developing statements about environmental and contextual factors that
Contribute to the occurrence and maintenance of problem behavior,
And, more importantly, Serve as basis for developing proactive and
comprehensive behavior support plans
Spectrum of FBA Methods
Indirect Interviews only (teacher, parent, student)
Direct without environmental manipulation Interviews Observations
Structural analysis Interviews Structured observations
Systematically altering antecedents
Experimental analysis (functional analysis) Setting up controlled conditions
What are the Steps to Conducting an FBA?
1. Establish a Knowledgeable FBA Team2. Use an interview to identify:
Student strengthsTarget behavior(s)Identification of relevant routinesIdentification of environmental variables
Antecedents, Consequences, Setting EventsUse to create testable Summary Statement
3. Conduct at least one “ABC” observationFocus on Antecedents, Behaviors, ConsequencesUse observation data to confirm information from interview
4. Use FBA information to build Behavior Support Plan
Establish a Knowledgeable FBA Team Knowledgeable about the individual
His/her behavior, interests, strengths, challenges, future
Knowledgeable about the contextInstructional goals, curriculum,
social contingencies, schedule,
physical setting Knowledgeable about behavioral technology
Elements of behaviorPrinciples of behaviorIntervention strategies
o Administrative supporto Parent supporto Involving the student
Choosing reinforcersOlder students for assessment
interviews
Use an Interview FACTS Interview (Functional Assessment Checklist for Teachers and Staff)
Designed to be conducted with the teacher(s) and staff most familiar with the individual student and the problem
behaviorsthat are occurring
20-45 minutes depending on complexity of problem behavior
Should be conducted prior to behavior support plan meeting
Conduct “ABC” Observation(s) At least one observation should be conducted to confirm information gained from FACTS interview At a minimum, observe student during setting/routine where problem behavior is most likely to occur Focus on:
Antecedents (what triggers problem behavior?)Behavior (what does the problem behavior look
like? How often does it occur?)Consequences (what happens directly after
problem behavior occurs? How do adults and other
students respond?)
Observation forms:FAO observation formGeneric ABC observation forms
Build Behavior Support Plan
Schedule support plan meeting after interview and observations have been conducted
Use interview and observation data to build Behavior Support Plan
Behavior Support Plan training
What are the Critical Features of an FBA?
1. Operationally defined problem behaviorC
lear and measurable definition of target problem behaviors
2. Define the antecedent events (triggers) that predict when the problem behavior is most likely to occur3. Define the consequence that contributes most to maintaining the problem behavior in that routine (i.e., the function of the behavior)4. Summary statement of findings
Direct observation data to confirm summary statement
5. Behavior support plan developed based on summary statement
Feature 1: Target Behavior
Operationally defining behavior:
Behavior must be observable and measurableUnambiguous and
objective
Tells exactly what the student says or does
Can you see the behavior?
Can you count the behavior?
Observable beginning and end
Independent observers agree
Feature 1: Target Behavior
Non-observable vs. Observable Definition:
(-) hyperactivity
(+) initiates 5 different tasks within 2 minutes
(+) leaves room at least 3 times during a 30 minute lesson
Operationally Defining Behavior Talking out
Any vocalizations that are not initiated by the teacher, are out of
turn, or are unrelated to academic content
o Off-taskEyes oriented away from
teacher/instructional materials, using
materials inappropriately, and/or fails to comply with teacher
requests within 5-sec of the request
Operational Definitions- A Testo Can you count the behavior?o Will a stranger know what to look for?o Can you break the definition into smaller components that are more specific and observable?
What are the Critical Features of an FBA?
1. Operationally defined problem behaviorC
lear and measurable definition of target problem behaviors
2. Define the antecedent events (triggers) that predict when the problem behavior is most likely to occur3. Define the consequence that contributes most to maintaining the problem behavior in that routine (i.e., the function of the behavior)4. Summary statement of findings
Direct observation data to confirm summary statement
Behavior support plan developed based on summary statement
Feature 2: Understanding Predictors
1. First, identify antecedents generallyWhat typically happens just before
problem behavior to
trigger it?
If this trigger were in place 10 times, how often would it result
in problem behavior? Does the problem behavior ever happen
when the trigger is absent/opposite of trigger? If you wanted to set up the student to
engage in the problem
behavior, what would you do?
Feature 2: Understanding Predictors
• Next, identify specific features of the antecedent
What specific activity?Which specific peers?What tasks?
The more specifically you can narrow, the better you can preventthe problem behavior from occurring.
Examples:Independent math worksheetsLarge group readingUnstructured activities when sitting near preferred peers
What are the Critical Features of an FBA?
1. Operationally defined problem behaviorC
lear and measurable definition of target problem behaviors
2. Define the antecedent events (triggers) that predict when the problem behavior is most likely to occur3. Define the consequence that contributes most to maintaining the problem behavior in that routine (i.e., the function of the behavior)4. Summary statement of findings
Direct observation data to confirm summary statement
5. Behavior support plan developed based on summary statement
Feature 3: Understanding Consequences and Function
Consequence
What happens immediately after the behavior?How do peers respond?How do the adults respond?What are the consequences for the student?What activities change or stop?How many times out of 10 do each of these
responses occur following the problem behavior?
Examples:Sent to office Behavior is
ignoredPeers laugh at student Student is
verbally corrected
Feature 3: Understanding Consequences and Function
Consequence
Narrowing down potential consequences:Would the behavior still happen if that consequence didn’t exist?
Peer attention: If no peers were around?Adult attention: If no adults were around?Escape: If the task were easier?
Of the last 10 times you saw this behavior, how often did thatconsequence occur?
Consequence vs. FunctionThe consequence is the event that occurs immediately afterproblem behaviorFunction is what the student is getting out of the behavior
Feature 3: Understanding Consequences and Function
Function
The general outcome of a behavior, the purpose We need to understand behavior from the
student perspective…
What is the student gaining/avoiding?Access peer attention, avoid peer attention
Access task/activity, avoid task/activity Access adult attention, avoid adult attention
Non-examples:Retaliation, intimidation, fear, control
What are the Critical Features of an FBA?
1. Operationally defined problem behaviorC
lear and measurable definition of target problem behaviors
2. Define the antecedent events (triggers) that predict when the problem behavior is most likely to occur3. Define the consequence that contributes most to maintaining the problem behavior in that routine (i.e., the function of the behavior)4. Summary statement of findings
Direct observation data to confirm summary statement
5. Behavior support plan developed based on summary statement
Feature 4: Summary Statement
Four Parts Predictors/antecedents Target Behavior(s) Consequences (maintaining function) Setting event(s) – when appropriate
4 1 2 3
What is a “Setting Event”?
Unique situations in which factors unique to the individual: Make problem behavior more intense or more likely to occur by changing the value of reinforcers
Examples include illness, fatigue, hunger, social conflictEscape from a task may be more reinforcing to
a student if theyare tired
o In many cases, there will not be a relevant setting eventAsk about potential setting events in your
interview, but trynot to get hung up on this! If there isn’t one, just
move on.
Feature 4: Summary Statement
4 1 2 3
Skips breakfast Asked to complete Lays on the Escape task an academic task floor and kicks
(1) When asked to complete an academic task, Jimmy (2) lays on the floor and kicks at his teachers in order to (3) escape the task. This is more likely to occur on days when Jimmy does not eat breakfast.
Feature 4: Summary Statement
4 1 2 3
Transitions between Pushes and hits Gain classes other students and attention uses inappropriate from language peers
(1)During transitions between classes, Nicky (2) pushes and hits other students and uses inappropriate language in order to (3) gain attention from peers.
Feature 4: Summary Statement
The summary statement is a testable hypothesis After conducting the FACTS interview, you will have a summary statement This summary statement can be tested/confirmed by conducting ABC observation(s) Observations may reveal additional or contradictory information
Use your observation data to revise your summary statement
The Role of the FACTS
An indirect component of an FBABrief, structured interview that helps gather
information about environmental events that precede and follow problem behavior
Ultimately leads to the development of a Summary Statement- the first step in creating an effective behavior support plan.
FACTS Activity
Get into groups of at least 3 1 teacher 1 interviewer Observers
Interviewer will go through FACTS and ask questions
Teacher will respond to questions using script
Observers will practice filling out FACTS interview
“ABC” Observations
Focus on Antecedents, Behaviors, ConsequencesIt is helpful to conduct interview prior to
observations: Better understand problem behaviors of concern Develop operational definitions Gain information about target routines
It can be useful to conduct observations both when problem behavior is most likely to occur and least likely to occur What is different about times when problem behavior is less
likely to occur?
Functional Assessment Observation Form
FAO form
Before observation, fill in potential: Behaviors Predictors Functions Consequences
Based on information from the FACTS interview
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Functional Assessment Observation Form
1. Divide your observation into intervals For very high frequency behaviors, use smaller intervals (30-sec, 1-
min, etc.) For low frequency behaviors, use larger intervals (5-min or more)
2. If problem behaviors occur during a recording interval: Put first unused number to mark appropriate boxes in the
Predictors, Perceived Functions, and Actual Consequences sections Cross out just-used number in the list at the bottom of the form Write any desired comments in the Comments column (may want to
use blank sheet of paper to record additional comments)
3. After observation session is over Tally totals from each column Compare data to Summary Statement from FACTS interview
Next Steps
Conduct at least one FBA with a student at your school Support is available if this will be your first FBA, or if
you would like it!
Attend Behavior Support Planning training Bring data from your FBA We will use your FBA data to create Behavior Support
Plans
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