Functional Behavior Assessment Day 2

download Functional Behavior Assessment Day 2

of 46

  • date post

    13-Jan-2016
  • Category

    Documents

  • view

    25
  • download

    0

Embed Size (px)

description

Functional Behavior Assessment Day 2. Intermediate Unit 1 Presenter: Kristen N. Salamone. Session Objectives. Participants will: Analyze and Summarize results of FBA direct observation data and interview information - PowerPoint PPT Presentation

Transcript of Functional Behavior Assessment Day 2

  • Functional Behavior AssessmentDay 2Intermediate Unit 1Presenter: Kristen N. Salamone

  • Session ObjectivesParticipants will:Analyze and Summarize results of FBA direct observation data and interview informationIdentify the essential components of effective Positive Behavior Support Plans (PBSP)Develop a specific PBSP for the behavior of concernDevelop a plan implementation and monitoring the PBSP

  • AgendaData Based Decision MakingGraph/Analyze DataFBA SummaryBreakReport FindingsLunchPBSPBreakPlan to Implement and Monitor PBSP

  • Ground RulesTalk about behaviors, not judgmentsKeep confidential (identifying) information out of discussionsRespect your districts and your colleagues districtsRecognize that working with difficult behavior is hard and it is OK to ask for helpFocus on future successes, not past failuresUnderstand that behavior change requires systematic instruction and is gradual in improvement

  • FBA:Conducting the FBA:Step 1: Informant Interviewing

    Step 2: Direct Observation with Data Collection

    Step 3: Analysis of Information/Formulate Hypothesis

  • Overview of Team Process for FBA --> PBSPConducting the FBA:Step 1: Informant Interviewing

    Step 2: Direct Observation with Data Collection

    Step 3: Analysis of Information/Formulate Hypothesis

    Develop a Hypothesis or Summary StatementDesign a PBSP based on hypothesis or summary statementImplement the PBSPMonitor Progress and Evaluate Outcomes

  • Data Based Decision MakingWhat is it?How can the Team use it?How do you decide what to measure?Which measurement strategy should I use?How do I summarize the data to evaluate new strategies and interventions?

  • The Team ProcessWhy is it important?Who should be on the team?What are the critical features of an effective team?Why is it important to collect meeting minutes?

  • Critical Features of an Effective TeamVision StatementGround RulesTeam RolesAgendas and Meeting MinutesData-Based Decision Making

  • FBA Step 3: Analyze InformationData CollectedGraphic formSummarizedAnalyze DataDevelop hypothesis regarding function the behavior is serving

  • History of Interventions for Current Behavior of Concern

    Antecedent (prevention) Strategies:Consequence Strategies:

  • Part 3 StepsWrite up a summary of your findings using Microsoft WordExample 1 (single behavior)Example 2 (multiple behaviors)Create a chart or graph of your data (visual) and add it underneath your write upInsert summary and visuals underneath the direct observation summary

  • GraphingImportance?Types of GraphsLineBarPie ChartScatterplot

  • Important Elements of a Line GraphHorizontal Axis (x axis) & Vertical Axis (y axis)PointsCondition LinesCondition Labels

  • Using a Graph to Interpret DataAre there meaningful changes in the behavior over time?To what extent can that change in behavior be attributed to the behavioral intervention or teaching strategy that was introduced?

  • Using a Graph to Interpret DataVariabilityLevels of BehaviorTrend

  • I DoAnecdotal RecordingClassroom ScatterplotBasic Event RecordingInterval Recording and Time SamplingDuration Recording

  • Direct Observation SummaryDescribe how often the behavior of concern occurs, how long it lasts, and at what intensity it occurs?

    Describe any patterns to the occurrence of the behavior of concern.

  • Antecedent and Consequence FactorsDescribe the antecedents that are present when the behavior of concern occurs.Describe the consequences that appear to be maintaining the behavior of concern.

  • Form HypothesisWhen ____________________(antecedent to behavior of concern), ________ (student) will _________________ (behavior of concern) in order to_________________ _____________________(perceived function of the behavior).

  • Case Study: Merging Gym and Special Education: Collecting Behavioral Data in a Chaotic Environment

  • Your Turn!Summarize findings in a word document.Create a chart of your data.Create a graph of your data using Excel.Insert graph into word document.

  • Report FindingsShare findings with the group

  • Effective Positive Behavior Support PlansPrioritizeDefineTeach!!Gradual ImprovementProcedures

  • Competing Behavior Model

  • Positive Behavior Support Plan ComponentsAntecedentsReplacement SkillsReinforcementAlternative Discipline/Consequences

  • Antecedent (prevention) Strategies:Strategies to remove/reduce identified antecedents to the behavior of concernStrategies to make the behavior unnecessary in specific situationsStrategies to assist with the performance of the replacement behavior (cues and prompts)Long term strategies to remediate skill deficits

  • Make a change BEFORE the behavior occurs!Intervene in the Green:2 types of antecedent interventions:Change the setting event (S.E.)Change the antecedentS.E.AntecedentsBehaviorMaintaining Consequence

  • Find an opposite for the antecedent:Difficult Work/Long Tasks/Loud Environment/Close proximity to peers/No choice of task visible/Nonfunctional tasks/

  • Setting Event InterventionsFind an opposite for the following:No breakfastLack of sleepThirstyHot DayBad bus rideFight with parent/sibling/boyfriend before school

  • S.E. StrategiesWritten RulesOutlinesGraphic OrganizersRehearsalsSocial StoriesLighting/ear plugsAdvance warnings

  • ManipulationsChoice of order of tasksModify tasks to produce functional outcomesPre-teach storiesWarning noticesMeal schedule and quantity

  • Replacement BehaviorIdentify functionally equivalent replacement behaviorThe Response Effort

  • Consequence StrategiesReinforcement for performance of the replacement behavior.

  • Reinforcement for Replacement BehaviorsRateImmediacyQuality

  • Types of ReinforcementTangibleActivitySocial

  • Teaching Desired BehaviorsFading promptsPairingImmediate consequencesOrganized program

  • Consequence StrategiesWithholding of reinforcementDelivering of punishmentCrisis plan section**

  • Consequence InterventionsPunishment (historically)TokensPoint systemsReinforcersEdiblesPraiseThumbs up

  • Additional StrategiesLoss of privledges- recess, free timeTime-outTime-away from reinforcementReprimandExtra workWrite an apologyRestitution

  • Issues with PunishmentPerson resents the punisherCan result in aggressionDoes not TEACH appropriate skillReduces self-esteemImitate the punishmentPhysical harmSets a negative tone/negative school climate

  • Issues (contd)Only effective in presence of punisherMay learn another, more challenging behaviorMust be accompanied by positive strategiesReward the GOOD stuffALWAYS make it simple and doable

  • Positive Behavior Support PlanExample

  • Your TurnComplete the PBSP with your team

  • Monitoring ProgressCreate data tools to track and monitor progress on PBSPCreate a plan to monitor progress with specific student

  • ReferencesABA Concepts: Functional Behavior Assessment Presentation. Choutka, M.ED., C. Nonnemacher, M.ED., S.

    The Commonwealth of Pennsylvania. The PA Code. www.padcode.com.

    US Office of Special Education Programs. Special Connections. http://www.specialconnections.ku.edu.The Pennsylvania Department of Training and Consultation (PaTTAN). www.pattan.net.

    ****Behaviors are context related. They only occur in the context which will serve the function.

    Behaviors serve a function for the student. Interventions are linked to the environment (social contexts) and function of the behavior.

    Effective behavior support must respect the dignity, preferences, and goals for the student/family.

    *Behaviors are context related. They only occur in the context which will serve the function.

    Behaviors serve a function for the student. Interventions are linked to the environment (social contexts) and function of the behavior.

    Effective behavior support must respect the dignity, preferences, and goals for the student/family.

    *What-decisions based on data to help us create the ideal learning environments for our students-can help id important variables related to teaching more efficiently than relying on memory-very true for teachers that deal w/many challenges that require attention simultaneouslyHow to use?-handful of paperclips and transferring from one pocket to another-using paraprofessionals or other school personell to observe students-organized student improvement teams to collect data for teachers-school psych, behavior specialist, paras, counselors, colleagues, administrators-collecting data can answer questions about academic performance, problematic and appropriate behavior-data can be collected on teachers behavior as well (self-analyze performance)-self-monitoring and self-management strategies can help you improve your instructional and classroom management skillsHow?-when the team expresses concern over behavior or event, along with evaluating a new strategy or intervention-first step is to define the behavior of interest, which was done with the initial FBA interviewMeasurement strategies-refer to chartSummarize?-visual summary using a graph-graphing helps to organize information and identify important patterns related to the behavior

    *Importance?-active involvement of the teachers, student, parents and other individuals from the school and community ensures the information gathered will take into account:-strengths and needs of the student-accurate information about the students environment-perspectives of the people implementing future interventionsWho?-varies depending on the level of