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Addressing Challenging Student Behavior: Functional Behavioral Assessment & Behavior Interventions &...
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Transcript of Addressing Challenging Student Behavior: Functional Behavioral Assessment & Behavior Interventions &...
Addressing Challenging Student Behavior:
Functional Behavioral Assessment&
Behavior Interventions & Supports
Functional Behavior Assessment (FBA)
The process of gathering information about how and when specific behaviors occur for a child to help determine the reasons for the behavior and subsequently provides information that leads to interventions and supports
The assumption is that by understanding the relationships we can develop behavior support plans that (a) will be more effective, (b) will be more efficient, and (c) will produce broader change in the individual with problem behaviors.
Rationale for Functional Behavioral
Assessment
The majority of student behavior is purposeful.
Behavior (appropriate and inappropriate) is related to the context(s) in which it occurs.
Behavior is influenced by past-to-present events.
It serves a predictive function.
When do we do this….Best PRACTICES!
Advantages of FBAIncreases understanding of the causes of
behavior;
Facilitates hypothesis-driven treatment;
Emphasizes skill building--not punishment
Increases chance of positive student outcomes
Factors to Consider Before Initiating an FBA
1. Amount of time teacher is engaged in direct instruction.
2. Amount of time student of concern is actively engaged in instruction.
3. The number of student opportunities and percentage of correct responses to instruction.
4. The quantity and quality of positive feedback given to the student.
ERASE
Principles That Guide FBAWe can’t fix it until we know why it’s broken.
One size does not fit all.
No one gives up something for nothing.
So What Test
If your feeling about the behavior is “so
what,” then it may not warrant an FBA; other
behavior may take priority.
ABC’s of Understanding Chronic Behavior Patterns
What happens before (A or antecedent) the behavior occurs?
What is the behavior (B)?
What happens after (C or consequence) the behavior occurs?
A B C
FBA Terminology
A B CAntecedents Behavior Consequences
Setting Events
Immediate
Slow Triggers
Fast Triggersor
or
Environmental factors that influence behavior, not immediate
Occur immediately before a behavior
Problem Behavior
Appropriate Behavior
Goal:
Decrease
Goal:
Acquire skill & Increase
(Outcome/Function)
Access Avoid/Escape
Power/control
Attention
Acceptance
Affiliation
Gratification
Justice/revenge
Protection
Etc.
Tasks
Consequences
Individuals
Stress/anxiety
Activities
Symptoms
Etc.
Reinforcement
Punishment
Learning & ABCA B C
In reading class, student is asked to read the word aloud on the board
student tries, but reads slowly, struggles, and gets the word wrong
peers laugh at the student and one students says, “That word is so easy”
NEXT DAY….What did the student learn?
Student is asked to read the word aloud on the board
What happens today???
Reinforcing Consequence
AB C
If the consequence is rewarding/desired, the student learns the behavior is functional for
getting what they want
Behavior Increases in the Future
Rewarding or Desired Consequence
Learning & ABC
A B CWhen ‘unlucky girl’ comes to table with ‘cool’ peers and student wants attention
student makes fun of ‘unlucky girl’
peers will laugh and student gets desired attention
NEXT DAY….What did the student learn?
When ‘unlucky girl’ comes to table with ‘cool’ peers and student wants attention
What happens today???
Behavior was rewarded – more likely to occur in future
Learning & ABC
A B CWhen sitting at the lunch table with group of ‘cool’ peers
Student tries to get their attention appropriately by offering to share
peers ignore student and don’t respond – student does not get desired attention
NEXT DAY….What did the student learn?
When sitting at the lunch table with group of ‘cool’ peers
What happens today???
Behavior is punished – less likely to occur in future
Focus on what we can Change
We cannot prescribe medication
We cannot change the students previous experiences
We often cannot change the parenting practices in the home
We cannot always just “add an assistant”
We cannot just change placement
Some venting is good, but too often it takes over leading to less productive meetings, instruction & supports for students
There is a LOT we can do in the classroom to change student problem behavior
This starts with student learning and
structuring the environment……
ERASE PromptERASE is an acronym for Explain, Reason,
Appropriate, Support, and Evaluate
Develop a prompt sheet to be duplicated and distributed to every teacher
Provides generic set of questions to be considered by referring staff or by others on the FBA team prior to attending IEP meeting
E…EXPLAINWhat is the problem?
Create an operational definition of behavior
Describe why is it a problem
Determine whether he/she engage can in appropriate behavior
List what have you already tried?
R...REASONWhat is he/she getting out of or
getting away from?
Determine what times, locations, contexts, conditions, etc. tend to predict or precede: problem behavior appropriate behavior
Determine what types of events tend to follow behavior? peers, instruction, consequences, etc. after problem behavior
after appropriate behavior
Make a guess at the function – why do you think he/she is doing this? access to . . . (persons, objects, attention, etc.) escape or avoid . . . (persons, activities, attention, etc.)
A…APPROPRIATEWhat do you want him/her
to do instead?
Determine what times, locations, contexts, conditions, etc. tend to predict or precede: fair pair – incompatible with problem (can’t do at
same time) functional – meets the same function as problem
behavior
S…SUPPORTHow can you help this happen more often?
Determine how the replacement behavior and intervention plan will be taught Rules (what it is and -- when, where, how, and why to use behavior) Examples (modeling and use of naturally occurring examples) Practice (opportunities to practice with teacher feedback)
Consider realistic routines and physical arrangements that could be implemented to facilitate student success (avoid predictable failure and create success opportunities) prompts and reminders supervise avoid spoilers
Determine appropriate consequences for replacement and problem behaviors – and consider what is realistic for you to do reinforcement (matches function) correction (how might this happen?) negative consequences (matches function) natural (try to keep it as realistic as possible)
E…EVALUATEHow will you know if it works?
Consider realistic strategies for measuring behavior keep it simple consider times and conditions where
measurement would be particularly meaningful and realistic
Consider what your measure will look like when the behavior is no longer a problem measurable behavior by what time should this happen?
Behavior Form – Create Online
http://www.jimwrightonline.com/php/tbrc/tbrc.php
Remember:Fair pair rule
The fair pair rule states that for every behavior targeted for reduction, there should be a corresponding behavior targeted for positive reinforcement.
You can not take a tool away without giving one back that fulfills the same need or function.
Four Considerations for Building Behavior Support Plans
1. Indicate how staff, family, or support personnel will change and not just focus on how the person of concern will change
2. Plan should be directly based on the functional assessment information
3. Plan should be technically sound Consistent with principles of behavior analysis
4. Plan should be a good fit with the values, resources, and skills of the people responsible for implementation
Behavior Support Plans Should Fit the Setting
Fit the natural routines of the setting
Be consistent with the “values” of the people in the setting (they need to indicate a willingness to perform the procedures)
Be efficient in terms of time, money, and resources
Be matched to the skills of the people who carry out the procedures
Produce reinforcing (not punishing) short-term results
Behavior Plans Include Positive Strategies
Program or Curricular Modifications
Supplementary aids and Supports to address disruptive behaviors in question
~ Use the data collected to determine the
discrepancy between the student’s actual and expected behavior
Behavior Plans Include (cont’d)
Emphasize SKILL building
Interventions based on teaching…not control Plans based on control fail to generalizeSuppressing behaviors results in the student
manifesting behaviors in an alternative and inappropriate manner
When a student struggles academically, we look for
instructional solutions. We should take the same approach for behavior
problems.
Prioritize the Behaviors to Target
Destructive or Potentially dangerousE.g. head banging, hitting or biting
Interfere with learningE.g. out of seat, talking out, or noncompliance
Sets the child apart sociallyE.g. picking nose, obsession on topics, hygiene
SUMMARY:Designing Behavior Plans
Manipulate the antecedents and/or consequences of the behavior
Teach more acceptable replacement behaviors that serve the same function as the inappropriate behavior
Implement changes in curriculum and instructional strategies
Modify the physical environment
Monitor the Faithfulness of Implementation of the Plan
Maintaining the integrity of the plan in ESSENTIAL! Must reach agreement to consistently apply all aspects
Identify any training and resources needed to implement plan.
Develop an action plan that includes specific objectives/ activities, persons responsible, and time lines.
Monitor implementation to insure accuracy and consistency (e.g., scripts, checklists, narrative reports).
Evaluate Effectiveness of the Behavior Intervention Plan
Objective information on intervention plan/support includes:- decrease in problem behavior;
- increase in replacement behaviors;
- achievement of broader goals; and,
- durability of behavior change across
time and settings.
Reasons to Modify a Plan The student has reached his/her behavioral goals &
objectives.
There is a change in student placement.
The original intervention plan is not producing positive changes.
ONLINE RESOURCEShttp://instech.tusd.k12.az.us/Core/Behavioral_Go
als.doc
INTERVENTIONS ON-LINE!!
http://www.interventioncentral.org/index.php#ideas