Housekeeping

• Sign in with time.

• Only sign out as you leave.

• Cell phones easy to grab and silent

• Cut out a puzzle piece and laminate student pic.

More……

• Reply to Emails to let us know that you are receiving them.

• Honor each others suggestions.

• 45 second Rule

• No Side bars

When you hear the music, we will begin in 2 minutes!

Why are we here again?

Functional Behavior Functional Behavior Assessments for Assessments for

Students with ASDStudents with ASD

Please study the following slide carefully.

You should see two identical dolphins

diving simultaneously in the ocean.

If not, it may indicate that you are under

stress and need a couple of days off.

CULTURE OF AUTISM

SOCIAL RELATEDNESS

JOINT ATTENTION & RECEPROCITY

COMMUNICATION

•Expressive deficits•Problems with intent as well as means•Receptive deficits•Problems with meaning and processing

SENSORY PROCESSING

Integration and modulation of inputs

DIFFICULTY WITH CHANGE

Limited interests, repetitive behavior, rigidity

COGNITIVE STYLE•Organization •Sequencing & planning•attention & relevance•abstraction & generalization

•Sensory

•Social communication

•Need for sameness

•Distractibility

•Sequencing

•Relevance

•Organization

•Understanding of time

•Perseveration

•Social understanding

•Concrete

•Central Coherence

•Executive Functioning

•Generalization

•Motivation

•Confusion

•Anxiety

Case Study Activity

Independently:

1.Review the iceberg slide

2.On your FBA form list underlying characteristics that pertain to your student

Share:

1.With your table group, a few of your student’s underlying characteristics

2.Each person take two minutes.

10 MINUTE BREAK: When you hear the music, we will begin in 2 minutes!

DON'T TOUCH MY DORITOS!!!!!!!!!

24 Evidence Based Practices

“How many of you….”

• Have participated in behavior intervention planning meetings?

• Used functional assessment information to develop behavior intervention plan?

• Conducted functional assessment….Informally? Formally?

• Know why functional assessments are conducted?

So How Do You Get From

Paradigm Shift

• To thinking differently

– From the problem is within the child

– To the problem is due to a breakdown in the teaching and learning interaction

Atlas & Rita-Nelson 2009

Guiding Principles

Human Behavior is important, understandable, and predictable.

Human Behavior is malleable or changeable.

Human behavior occurs within an environmental context, not in a vacuum.

Human behavior is learned and can be taught/affected by manipulating aspects of the environmental context.

Source: Crone , D.A. & Horner, R.H., 2003

A Context for Positive Behavior

Support

• A redesign of environments, not the redesign of individuals

• Develop a Plan that describes what we will do differently

• Plan is based on identification of the behavioral function of problem behaviors and the lifestyle goals of an individual

Atlas and Rita-Nelson 2009

BOTTOM LINE

Universal

Targeted

Intensive

Students with Autism

Spectrum Disorders

FBA: “BIG IDEAS”

• A process to improve our understanding of problem behavior so we can develop more efficient, effective & relevant behavior support plans.

• Identification of events that reliably predict the occurrence & non-occurrence of problem behaviors.

Adapted from T. Scott, U of Florida Gainesville

Atlas & Rita-Nelson 2009

What is FBA?

A systematic process for developing statements about factors that;

– contribute to occurrence & maintenance of problem behavior

– more importantly, serve as basis for

developing proactive & comprehensive behavior support plans.

FBA Evidence Base

• The NPDC on ASD found evidence for the use of FBA for:

– Ages: 3-15

– Developmental Domains of:

•Behavior•Communication

The National Professional Development Center on Autism

Spectrum Disorders

Primary Purpose

• to improve the effectiveness and efficiency of behavior support.

•Behavior support plans built from functional assessment are more effective Didden et al., 1997,Carr et al., 1999

• To create order out of chaos (define contextual information, where, when, with whom, etc)

• Professional accountability (IDEA, 2004)

Atlas & Rita-Nelson 2009

What the Law Says….

Kentucky Administrative Regulations Special Education Programs707 KAR 1:002 – 707 KAR 1:380

Revised August 26, 2008

• “(6) A child with a disability who is removed from the child’s current placement for more than ten (10) consecutive school days shall: (a) Continue to receive a free, appropriate public education so as to enable the child to continue to participate in the general curriculum, although in another setting, and to progress toward meeting the goals set out in the child’s IEP; and (b) Receive, as appropriate, a functional behavioral assessment, and behavioral intervention services, and modifications, that are designed to address the behavior violation so that it does not recur.”

Section 13: Discipline Procedures p.36

What the Law Says…Kentucky Administrative Regulations Special Education Programs707 KAR 1:002 – 707 KAR 1:380

Revised August 26, 2008

• “(4) If the ARC determines that the conduct was a manifestation of the child’s disability, the ARC shall: (a)1. Conduct a functional behavioral assessment, unless the LEA had conducted a functional behavioral assessment before the behavior that resulted in the change of placement occurred and had implemented a behavioral intervention plan for the child; or 2. Review the behavioral intervention plan, (if one had already been developed) and modify it, as necessary, to address the behavior;”

Section 14: Manifestation Determination p.36

Functions

Atlas & Rita -Nelson 2009

ProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Adult

Stimulation/Sensory

Peer

Pos Reinf Neg Reinf

Reinforcement & Punishment

Atlas & Rita-Nelson 2009

Functional Approach Logic

• Behaviors are maintained by consequence events (function)– Positive or negative reinforcement

• Behaviors are occasioned by antecedent events– Relate antecedent to emission of

behavior & likelihood of consequence event

• Changing behaviors requires consideration of maintaining consequences

Outcome of FBA

• Operational description of the problem behavior

• Data Collection• Identification of the consequences that

maintain the behavior• Prediction of the times and situations

when the behavior will and will not occur• Development of hypotheses

Atlas and Rita-Nelson 2009

Atlas and Rita-Nelson 2009

Classic Pitfalls

• Identify one function per problem behavior. It is not a smorgasbord. Find the thing, that, if you took it away, the problem behavior would stop happening.

• Narrow the focus. Pick no more than three (3) problem behaviors (or classes of problem behaviors) and deal with those first. We cannot effectively deal with 25 problem behaviors at once.

Basic Terms

Maintaining Consequences:

What sequence of events, reliably predicts the problem behavior?

What happens immediately after the problem behavior?

What is the child trying to GET or GET AWAY from?

Get social attention Get objects/access to activities Get sensory stimulation Avoid aversive task/activity Avoid aversive social contact Avoid aversive sensory stimulation

Identifying Maintaining Consequences:

Listen For… Ask About… Investigate… WHAT DO THEY GET? WHAT DO THEY AVOID?

Social reaction/attentionProximity of contact

Changes the sequence of activities/routinesClarifies expectations

Increases assistance from adults or peersAccess to materials, activities, food/drink

Sensory stimulation or reductionChanges the physical environment

Allows space or movementDelays activity/event

Avoids negative peer attention, ridicule

Basic Terms

Antecedent Events (Fast Triggers):Analyze routines in the student’s day to identify…

What sequence of events reliably predicts the problem behavior?

Where, when, with whom the problem behavior occurs?

Where, when, with whom desirable behavior is more likely to occur?

What events, contexts, demands, tasks, people reliably trigger/precede the behavior?

Identifying Antecedent Events:Fast Triggers

Listen For… Ask About… Investigate… Under what circumstances is the behavior

most/least likely.Changes in the environment

Availability & organization of materialsOpportunity for choicesTimes of day/activitiesClarity of expectations

Reinforcement of expected behaviorNature of interactions (tone, proximity, contact)Amount & type of attention (peer, groups, adult)

Access and quality of assistance, supervisionActivity/task clarity

Student’s ability matched to the tasks assignedLength of engagement

Pace of instructionHunger, fatigue, thirst, discomfort

Basic Terms: Setting Events

Slow Triggers - Removed in Time

What sequence of events reliably predicts the problem behavior?

Events Removed in time that influence the behavior…

What distal events tend to predict when the problem behavior will occur later?

Identifying Setting EventsSlow Triggers

Listen For… Ask About… Investigate…Broader Issues that maybe influencing

behavior

• Daily activity schedule• Predictability of routines

• Variety of activities or materials• Social relationships

• Preferences of the student• History of intervention

• History of academic success & failure• Medical and physical issues (nutrition, illness,

medications, sleep patterns)

Slow Triggers

global, quality of life variables

Slow triggers are events that may occur before and/or during the targeted behavior

that causes the student to respond to a “typical” situation in an “atypical” way.

They are specific conditions, events, or

activities that make the problem behavior worse but do not cause the behavior

problem?

secprevtn

Environmental Setting Events

• Neighborhood• Quality of Life• Interactions/Reactions• Home Environment• Level of Curriculum• Instructional Arrangements• History

Personal Factors as Setting Events

• Medications• Diagnosis• Sleep• Chronic Illness• Nutrition• Arousal• Sensory Sensitivity

Setting Events Examples

• Relationships with Others

Kevin is more likely to put his head down and close his book when he has been reprimanded by a teacher earlier in the day.

Darrel is more likely to use profanities when a friend or peer group is present.

When Carla has spent the weekend at her father’s house, and her morning routine has been hurried, she is more likely to talk back to teachers and refuse to do what she is asked.

Setting Events

help explain the problem behavior-but do not excuse it, or excuse school personnel from developing interventions.

CULTURE OF AUTISM

SOCIAL RELATEDNESS

JOINT ATTENTION & RECEPROCITY

COMMUNICATION

•Expressive deficits•Problems with intent as well as means•Receptive deficits•Problems with meaning and processing

SENSORY PROCESSING

Integration and modulation of inputs

DIFFICULTY WITH CHANGE

Limited interests, repetitive behavior, rigidity

COGNITIVE STYLE•Organization •Sequencing & planning•attention & relevance•abstraction & generalization

Atlas and Rita-Nelson 2009

Function-based support is all about…

Re-design & improvement of learning & teaching environments

– Attention to environment &

function

– Not re-design of individuals

– Change in behavior of implementers of plan

OutliOutline

• Overview of FBA

• Functions for Challenging Behavior

• Steps for Conducting a FBA

Functional Behavior Assessment

Power of FBA for teachers

It addresses contextual variables that affect student’s

behavior, variables that a teacher may be able to

control

It may result in more powerful intervention

Prepared by KATC January 2010

Power of FBA for teachers

It may result in more reinforcement-based interventions

(Cooper Heron & Heward, 2007)

It provides active involvement in a process

FBA is much more than a form!

Prepared by KATC January 2010

Functional Behavior Assessment (FBA)

Outcomes of FBA

Description of the problem behavior

Identification of the events, times, circumstances that are regularly

associated with the occurrence and non occurrence of the problem

behavior(O’Neill et al., 1997)

Prepared by KATC January 2010

Important Considerations

• FBA is a team process• BIP’s based upon an FBA are

more effective than those done without an FBA

• Topography of behavior can be the same for several students, but the function of the behavior can be different for each of the students.

Atlas and Rita-Nelson 2009

Functional Behavior Assessment (FBA)

Outcomes of FBA

Identification of the consequences that maintain the behavior

Development of a summary statement or hypothesis regarding the function or purpose of the behavior

(O’Neill et al., 1997)

Prepared by KATC January 2010

FBA’s: Purpose

The purpose of conducting an FBA is to develop a behavior intervention plan (BIP) that encourages the individual to engage in alternative pro social behaviors (replacement behaviors) that serve the same function as the problem behavior and make necessary environment arrangements to prevent problem behavior from occurring (Horner, 1994)

BIPs based on FBAs are effective for individuals of all ages and all functioning levels (Hanley, Piazza, Fisher, & Maglieri, 2005)

Scott 2009

Defining Functional Defining Functional Behavior AssessmentBehavior Assessment

A function means that the behavior serves a purpose for the individual. 

Behavior functions to make some desired change in the environment. 

The FBA approach is built on the premise that before planning intervention to address challenging behaviors, information about the nature of the problem behavior and the environmental contexts in which the behavior is observed is essential (Sugai et al., 1999).

Thus, FBA is a method of assessing the relationship between the environment and behavior (O'Neill et al., 1997).

Scott 2009

Steps for Conducting a FBASteps for Conducting a FBA

1. Establishing a Team

2. Selecting a Target Behavior

3. Collect Baseline Data

4. Develop a Hypothesis for the Function of the Behavior (Triangulate the Data to Form a Hypothesis)

5. Test the hypothesis

6. Design behavior intervention plans (BIP)

7. Implement, monitor, evaluate outcomes and refine plan in natural environments

Handouts

1. FBA packet

2. Step by Step Instructions

3. Implementation Checklist

Step 1:Establishing a Team

Multidisciplinary Team

The “Players”:Student’s teachers

(special education, general education)

Where interfering behaviors occur

Related service personnel (special-language pathologist, OT, behavioral therapist, psychologist, etc)

Those that have regular contact with the student

Paraprofessional(s)Those who work directly with the

student

parents

Step 2:Selecting a Target Behavior

Selecting a Target Behavior• Target behaviors are

challenging behaviors that are having a negative impact on the individual displaying them and/or others

• Target behaviors must be defined in ways that are observable and measurable

• The next slide shows examples and non-examples of possible target behaviors for students with ASD

Scott 2009

Target Behaviors

Examples Non-ExamplesThe student runs out of the classroom.

The student is non-compliant.

The student shouts out inappropriate verbalizations that are not related to the content being presented during whole group and small group instruction.

The student is disruptive.

The student hits himself in the face with an open hand.

The student is aggressive.

The student undresses in the cafeteria.

The student displays inappropriate social behavior.

Scott 2009

Selecting a Target Behavior

• It is helpful to collaborate with the people who spend the most time with the student and create a list of challenging behaviors

• You may then choose to create “classes,” or groups, of behaviors – For example, you may have a class of

aggressive behaviors that entail hitting, kicking, and spitting. You may also have a class of non-compliant behaviors such as not following directions, talking back, and failure to begin tasks.

– But, not all target behaviors will belong to a class of behaviors. For example, a target behavior may simply be running away from adults

Scott 2009

Selecting Target Behaviors

To determine which behavior or class of behaviors to target, the following questions can help in the decision making process:

◦ Is the behavior dangerous to the child or to others?

◦ Is the behavior disruptive on a frequent basis or to an intense level?

◦ Does the behavior interfere with socialization or acceptance from peers?

◦ Does the behavior interfere with learning, either academic or social?

◦ Will decreasing this behavior result in positive outcomes for the child?

Scott 2009

Selecting a Target Behavior

You may choose to prioritize the behaviors on the list and begin addressing the first priority, the second, and so on.

It is important to note, however, that you do not necessarily have to select the most severe behavior to address first.

◦ For example, it may be that focusing on decreasing off-task behaviors at school will also decrease aggression. Thus, it may be appropriate to begin with a less severe behavior such as off-task behaviors as you may see decreases in other more severe challenging behaviors while doing so.

Scott 2009

The team then determines:• how long the behavior has been interfering

with the learner’s development and learning.

• if the behavior involves aggression or damage to property.

• if the behavior might be the result of environmental factors (e.g., lighting, noise level). For example, what is unique about the environment(s) where the behavior does not occur? What is unique about the environment where the behavior does occur? Does the behavior occur more often under a specific set of circumstances (e.g., during transitions, in the hallway)?

• if the interfering behavior might occur because learners are being asked to demonstrate a skill that they cannot perform (e.g., language/ communication, social). For example, does the learner not know how to use skills needed in a particular setting or activity? Or is the learner able to use needed skills, but not consistently?

• e. when and where the behavior is occurring. For example, what is different about the environment(s) where the behavior does occur (e.g., number of other students at the activity, time of day)?

• f. other behaviors the learner exhibits immediately before the behavior occurs (antecedents).

• g. what happens immediately after the interfering behavior occurs (consequences).

Operational definitions A behavior is defined in a clear,

objective, and concise manner.

Three ways to test a definition:

1. Can you count the number of times a behavior occurs or how long it takes to perform2. Can you see the individual performing the

behavior when it occurs 3. Can you break down the target behavior in to

smaller components (the answer should be No)

Prepared by KATC January 2010Morris, 1985

Operational Definition

• Watch the video and record the frequency of ear touching based on the following definition

• Ear touching: The individual touches either of his ears with any part of his hand.

Prepared by KATC January 2010

Activity

Prepared by KATC January 2010

• http://files.me.com/robertcpennington/nh76ic.mov

Step 3:Collect Baseline Data

Collect Baseline Data

It is important to collect baseline data on the target behavior for two main reasons:

1. Determine if the defined target behavior occurs often or intensely enough to warrant conducting a FBA

2. Have pre-intervention data that can be compared to data collected during the implementation of the BIP to determine the effectiveness of the plan

Scott 2009

Functions for Functions for Challenging BehaviorChallenging Behavior• There are two major functions

for challenging behavior– to gain access to something – to escape from/avoid something

(Scott & Caron, 2005)

• However, there are multiple ways of looking at functions within those two categories

• The next slide shows a table with examples related to the two main functions for challenging behaviors

Scott 2009

Examples of Functions of Challenging Behavior

To Gain Access to Something To Escape or Avoid Something

To gain positive or negative attention

To escape from or avoid undesirable tasks such as difficult schoolwork.

To obtain a tangible consequence: food, drink, a token, money, a favorite toy or object.

To avoid or escape from undesirable social situations such as social games, conversations, or turn-taking play activities.

To gain access to a desired activity such as use of a computer, watching a video, listening to music, etc.

To avoid or escape from attention. For example, if a child doesn’t like to receive extensive amounts of praise, the child may display challenging behavior to avoid or escape from someone who typically delivers large amounts of praise.

To gain sensory consequence: to get warmer if one is cold, or cooler if hot, to gain some tactile, taste, auditory, visual, or physical consequence.

To avoid particular objects or events that are aversive to the individual. For example, an individual may display challenging behavior when a particular sound is heard or when going on an airplane.

To obtain emotional regulation. For example, if a child with autism is disengaged, bored, anxious, or frustrated, the child may engage in self-stimulatory behavior for regulation purposes (to feel better) due to lack of communication and social interaction skills.

To escape from internal stimulation that is painful or uncomfortable. For example, a child who is nonverbal may display self-injurious behavior because of a severe toothache.

Scott 2009

Let’s Play…Guess that Function??!!

SHOUT IT OUT!!!

Our Kids

Cognitive LevelCommunication LevelSocial SkillsLikes/DislikesSelf Help Skills

First level of FBA: Indirect Assessment

Outcomes:• A determination that a problem

behavior is occurring and a FBA is required.

• Determination of routines in which problem behaviors occur.

• Operational definition of the problem behavior.

Prepared by KATC January 2010

Indirect Assessment: Methods

These tools do not require systematic direct observation of the student

Methods: • reviewing previous and current

records• Interviews (formal & informal)—

FAST• rating scales • Checklists• standardized tests

Prepared by KATC January 2010

Functional Behavior Assessment Interview

• An FBA Interview entails conducting interviews with as many individuals as appropriate to acquire information about the student’s target behavior across a variety of contexts.

• The interview should consist of questions related to under what conditions the behavior is most likely to occur, least likely to occur, and what typically happens before, during and after the behavior.

• The individual being interviewed should be given an opportunity at the end of the conversation to state why they believe the behavior is occurring.

• The following link from the Center for Effective Collaboration and Practice (CECP) provides an example of an interview form that can be used when conducting FBA’s: http://cecp.air.org/fba/problembehavior2/appendixc.htm

Scott 2009

Indirect Assessment: Interviews

• Interview the individual exhibiting the problem behavior

• Interview significant others

• It is important to keep to the “when” and “what”, The “why” may be more subject to distortion as it is not observable.

Prepared by KATC January 2010

Interviews

Formal Interviews Functional Assessment Interview

(FAI; O’Neill et al. 1997)

Informal Interviews Consider interviewers

knowledge of FBA & ability to develop situation specific scenarios

Prepared by KATC January 2010

www.ksb.k12.ks.us/docs/fba/interview.pdf Prepared by KATC January 2010

One Tool for FBA InterviewsFACTS:

– Gathering data to build an hypothesis statement.

– Interview the person(s) who knows the student best.

– 20-40 min interview– Use the interview for “basic

questions” and “follow up questions”• Follow up to test and clarify

initial responses

FACTS

Handout

Indirect Assessment

Checklists and Rating Scales

Prepared by KATC January 2010

Checklist and Rating Scales

Consider:• The respondents actual

knowledge about the target student

• Obtaining responses from multiple persons that work with the student

Prepared by KATC January 2010

Checklist and Rating Scales

Examples:• Functional Assessment

Screening Tool (FAST; Iwata & DeLeon, 1996)

• Motivation Assessment Scale (MAS; Durand & Crimmins, 1992)

• Problem Behavior Questionnaire (PBQ; Lewis, Scott, & Sugai, 1994)

Prepared by KATC January 2010

Indirect Assessment: Advantages

• Convenience

• Identification of behaviors worthy of more direct and intensive assessment

(Cooper, Heron, & Heward, 2007)

Prepared by KATC January 2010

Indirect Assessment: Disadvantages

– Bias/inaccurate recall

– Limited data support

– Low rates of reliability

– Some tools may have a clinical tone

Prepared by KATC January 2010

Activity: FBA interview handout

1. Complete the interview form for your chosen case study student.

2. Make note of any information that you do not know and determine who to interview.

Prepared by KATC January 2010

Direct Assessment

Direct and repeated observations of the student’s behavior in the natural environment are the preferred method for determining which behaviors to target for change

Prepared by KATC January 2010

Handouts

• Horner ABC data collection form

• Scatter Plot

Direct Observation

• Based on the information gathered during the FBA Interviews, direct observations should be conducted to accurately identify antecedents and consequences associated with the behavior and likely functions of the behavior. (Calloway & Simpson, 1998)

• A-B-C data collection and scatter plots are two effective procedures for gathering information related to the function of target behaviors.

Scott 2009

Methods of Data Collection

• Anecdotal reports• Scatter Plot• A-B-C data• Frequency data• Duration Data

The National Professional Development Center on Autism

Spectrum Disorders

Anecdotal Records

• Purpose is to record all behavior as it occurs

• Provides a context for the occurrence of the behavior in the natural environment

• Report should be based on actual events not perceptions of events

• Must account for reactivity (the effect the observer has on behavior)

Collect Baseline Data

The method for collecting data will depend on the target behavior selected

The next slide shows a table of the different types of data collection procedures with explanations for implementation

To view actual data sheet samples for each procedure presented, ask a special education teacher, behavior analyst, or school psychologist who is responsible for conducting FBAs to share the ones they use with you

Scott 2009

Examples of Methods for Collecting Data (Glasberg, 2006)

Procedure

Explanation Examples

Frequency or Rate recording

Counting how many times something happens during a given time.

Hitting, running away, cursing, undressing

Duration Measuring how long a behavior lasts Tantrums, crying

Latency Measuring the amount of time that elapses between the onset of an event and the start of a behavior

Following directions, disruptive behavior that occurs during instructional activities

Intensity Tracking the various degrees of intensity of behavior using a rating system such as: 1: taps face; 2: slaps face but leaves no mark; 3: slaps face and leaves a red mark

Self-injurious behavior, tantrums. screaming

Partial Interval Time Sample

The observation period is broken into small intervals and the observer indicates whether the behavior occurred or not during that interval.

High frequency behaviors such as self-stimulatory behaviors, talking out of turn

Scott 2009

Direct Observation

Guidelines:1.Know whom and what behavior

you’re observing2.Observe long enough to get a

“representative sample”a. Across contextsb. Multiple team members

3.Try to remain unobtrusive4.Pay attention!

The National Professional Development Center on Autism

Spectrum Disorders

A-B-C Data Collection

• The A in the A-B-C model refers to antecedents (events that take place before the behavior occurs)

• The B in the A-B-C model refers to target behavior that follows the antecedent

• The C in the A-B-C Model represents consequences (these are events that take place after the behavior occurs)

Scott 2009

Analyzing A-B-C Data Collection

When analyzing the information from the A-B-C data collection you should look for:

◦ how frequently the challenging behavior occurs

◦ consistent patterns of reinforcement or punishment of the behavior

◦ identifiable antecedents of the behavior (patterns to the antecedents)

◦ recurring chains of specific antecedents, behaviors, and consequences

(Alberto & Troutman, 1999)

Scott 2009

• Add snip it for Horner form

A-B-C Data Form

Date/Time Setting Events

Antecedent Behavior Consequence Possible Function

Scott 2009

Example of an A-B-C Data Form

Date/Time

Setting Events

Antecedent

Behavior Consequence Possible Function

4/2/08: 9:00am

John was asked to get off of the computer for writing.

The teacher gives John a writing assignment

John runs out of the room

The teacher chases after John. Once she gets him, John is sent to the office.

Avoid writing assignment

4/3/08: 11:00am

All of the students are playing with one another.

John roams around the playground by himself. Walks by the teacher several times.

John runs away from the playground.

The teacher runs after John and brings him back to the playground.

Get teacher attention

4/4/08: 10:15am

The students are at centers working.

John is roaming around the room.

John runs out of the room.

The teacher runs after John and brings him back to the room.

Get teacher attention

Scott 2009

Activity

Watch the following video and record ABC Narrative Data

Prepared by KATC January 2010

• Kathy, Do we want to add a snip of the green book form????

Scatterplots

• Period of time is divided into smaller intervals.

• The observer records whether or not a behavior occurs within a given interval.

• Data are analyzed for temporal patterns

Prepared by KATC January 2010

Scatter Plots• Scatter plots allow the observer to identify

patterns of behavior that relate to specific conditions.

• The observer records the amount of times the behavior occurs at the identified times and locations on a chart or grid.

• If it would be helpful to determine when and where the behavior is occurring the most often and least often then using a scatter plot would be appropriate. – For example, if a middle school student is

yelling out during instruction, it may be necessary to use a scatter plot to determine in what classes does the behavior happen most often or what portions of the class period does the behavior occur most often to assist in determining a hypothesis for the function of the behavior.

• The following link from CECP provides a variety of examples of scatter plots: http://cecp.air.org/fba/problembehavior2/appendixa.htm

Scott 2009

Prepared by KATC January 2010www.specialconnections.ku.edu

Scatterplots

Period

M T W TH F TOTAL

1 5

2 0

3 1

4 4

5 0

6 0

Prepared by KATC January 2010

Scatterplots

AdvantagesIdentification of time when to

conduct more in-depth analyses

DisadvantagesHas limited utility in identifying

relevant environmental stimuliSubject to inaccuraciesTime consuming

Prepared by KATC January 2010

Cooper, Heron, & Heward, 2007

Teachers/practitioners use indirect and direct assessment results to identify:

a. where the behavior is happening. b. with whom the behavior is occurring. c. when the behavior is happening. d. activities during which the behavior occurs. e. what other students are doing when the behavior starts. f. what teachers/adults are doing when the behavior starts. g. proximity of other students, teachers, and/or adults. h. the noise level in the environment. i. the number of individuals in the area. j. other environmental conditions (e.g., lighting, door open/closed). k. the function of the behavior. Behaviors fall into two categories of function:

• to get or obtain something desired: obtain internal stimulation (wanting something because it feels good), obtain attention, obtain activities or objects or

• to escape or avoid: internal stimulation (not wanting something because it feels bad), escape or avoid attention, avoid tasks or activities.

The National Professional Development Center on Autism Spectrum Disorders

In the case of severe self injury or aggression, a thorough medical evaluation should be conducted to rule out possible sources of discomfort, illness, or other chronic conditions that may exacerbate the behavior.

The National Professional Development Center on Autism

Spectrum Disorders

Step 4:Develop a Hypothesis for the Function of the Behavior (Triangulate the Data)

Triangulating the Data• At least three sources of

information should be used to develop the hypothesis as opposed to simply relying on information collected from interviews or A-B-C data alone.

• This process is called data triangulation.

• The following link from CECP provides examples of charts that can be used to show data triangulation: http://cecp.air.org/fba/problembehavior2/appendixf.htm

Scott 2009

Forming a HypothesisA hypothesis should address the purpose the

behavior serves for the student, how the behavior is related to setting events, antecedents and consequences, and may also include information about skill deficits (Scheuermann & Webber, 2002)

For example, a hypothesis that states, “William runs out of the classroom to avoid work,” is not very specific.

Instead the hypothesis may state, “William runs out of his science and math classrooms when given directions to go to his designated work group to avoid working collaboratively and socially interacting with peers.”

This hypothesis statement addresses the function for the behavior (avoiding work), how it is related to setting events, antecedents, and consequences (math and science classes, working collaboratively with peers), and skill deficits in social interaction.

Scott 2009

Features of Hypothesis Statement1. “Best guess” about behavior

& conditions under which it is observed

2. Composed of (a) problem behavior, (b) triggering antecedent, (c) maintaining consequences, & (d) setting events.

3. Represents basic working unit of FBA

Forming a Hypothesis

When triangulating the data, you may deduct that the target behavior has multiple functions. Here are some examples:

◦ A student may engage in self-injurious behaviors to gain attention and to escape difficult tasks

◦ A student may engage in vocal “stims” to gain sensory stimulation during times when he is disengaged and to get attention from the teacher

Scott 2009

Anatomy of an Hypothesis Statement

“When ______________________________, (summarize the antecedents here)he/she will _______________________ (summarize the problem behavior here)

in order to____________________________.” (summarize the function here)

Formulating a hypothesis

• Data from descriptive assessments are analyzed and a hypothesis is developed

• Written in an ABC format

Prepared by KATC January 2010

Hypothesized function

Antecedent Behavior Consequence

Escape from instructional demands

When Sal is given a directive to start or continue working on an academic task

Sal throws his materials and tantrums

Removal of academic tasks

Step 5: Testing the Hypothesis

Test the Hypothesis

• Modify the environment so there is an increased likelihood the behavior will occur

NOTE: An important step in the FBA process is to test the hypothesis to ensure that it is correct, as long as there is no risk of injury or damage. If the behavior involves risk of injury or damage, then proceed to Step 6.

The National Professional Development Center on Autism Spectrum Disorders

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Testable Hypothesis“Basic Unit”

• “Best guess” about behavior & conditions under which it is observed

• Represents basic working unit of FBA

• Directly guides development of BIP

Conclusion

• It is important to note, that a FBA should not exist without the purpose of developing a Behavior Intervention Plan (BIP)

• In other words, a FBA is not intended to be an intervention in and of itself (Nelson, Roberts, Mathur, & Rutherford, 1999)

• Conducting a FBA allows school staff to make informed decisions related to the function of a student’s behavior for purposes of developing effective BIPs.

Scott 2009

Questions?