Functional Behavior Assessment Day 2

Functional Behavior Assessment

Day 2

Functional Behavior Assessment

Day 2

Intermediate Unit 1Presenter: Kristen N. Salamone

Intermediate Unit 1Presenter: Kristen N. Salamone

Session ObjectivesSession Objectives

Participants will:• Analyze and Summarize results of FBA

direct observation data and interview information

• Identify the essential components of effective Positive Behavior Support Plans (PBSP)

• Develop a specific PBSP for the behavior of concern

• Develop a plan implementation and monitoring the PBSP

Participants will:• Analyze and Summarize results of FBA

direct observation data and interview information

• Identify the essential components of effective Positive Behavior Support Plans (PBSP)

• Develop a specific PBSP for the behavior of concern

• Develop a plan implementation and monitoring the PBSP

AgendaAgenda

• Data Based Decision Making• Graph/Analyze Data• FBA Summary• Break• Report Findings• Lunch• PBSP• Break• Plan to Implement and Monitor PBSP

• Data Based Decision Making• Graph/Analyze Data• FBA Summary• Break• Report Findings• Lunch• PBSP• Break• Plan to Implement and Monitor PBSP

Ground RulesGround Rules• Talk about behaviors, not judgments• Keep confidential (identifying) information

out of discussions• Respect your districts and your colleagues

districts• Recognize that working with difficult

behavior is hard and it is OK to ask for help• Focus on future successes, not past failures• Understand that behavior change requires

systematic instruction and is gradual in improvement

• Talk about behaviors, not judgments• Keep confidential (identifying) information

out of discussions• Respect your districts and your colleagues

districts• Recognize that working with difficult

behavior is hard and it is OK to ask for help• Focus on future successes, not past failures• Understand that behavior change requires

systematic instruction and is gradual in improvement

FBA:FBA:Conducting the FBA:

Step 1: Informant Interviewing

Step 2: Direct Observation with Data Collection

Step 3: Analysis of Information/Formulate Hypothesis

Conducting the FBA:Step 1: Informant Interviewing



Overview of Team Process for FBA --> PBSP

Overview of Team Process for FBA --> PBSP

• Conducting the FBA:Step 1: Informant Interviewing



• Conducting the FBA:Step 1: Informant Interviewing



• Develop a Hypothesis or Summary Statement

• Design a PBSP based on hypothesis or summary statement

• Implement the PBSP• Monitor Progress and Evaluate Outcomes

Data Based Decision Making

Data Based Decision Making

• What 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?

• What 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 ProcessThe Team Process

•Why 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?

•Why 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 TeamCritical Features of an Effective Team

•Vision Statement•Ground Rules•Team Roles•Agendas and Meeting Minutes•Data-Based Decision Making

•Vision Statement•Ground Rules•Team Roles•Agendas and Meeting Minutes•Data-Based Decision Making

FBA Step 3: Analyze InformationFBA Step 3: Analyze Information• Data Collected

– Graphic form– Summarized

• Analyze Data– Develop hypothesis regarding

function the behavior is serving

• Data Collected– Graphic form– Summarized

• Analyze Data– Develop hypothesis regarding

function the behavior is serving

History of Interventions for Current Behavior of ConcernHistory of Interventions for

Current Behavior of Concern

Antecedent (prevention) Strategies:

Consequence Strategies:

Part 3 StepsPart 3 Steps1. Write up a summary of your

findings using Microsoft Word1. Example 1 (single behavior)2. Example 2 (multiple behaviors)

2. Create a chart or graph of your data (visual) and add it underneath your write up

3. Insert summary and visuals underneath the direct observation summary

1. Write up a summary of your findings using Microsoft Word1. Example 1 (single behavior)2. Example 2 (multiple behaviors)

2. Create a chart or graph of your data (visual) and add it underneath your write up

3. Insert summary and visuals underneath the direct observation summary

GraphingGraphing

• Importance?• Types of Graphs

– Line– Bar– Pie Chart– Scatterplot

• Importance?• Types of Graphs

– Line– Bar– Pie Chart– Scatterplot

Important Elements of a Line Graph

Important Elements of a Line Graph

• Horizontal Axis (x axis) & Vertical Axis (y axis)

• Points• Condition Lines• Condition Labels

• Horizontal Axis (x axis) & Vertical Axis (y axis)

• Points• Condition Lines• Condition Labels

Using a Graph to Interpret Data


• Are 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?

• Are 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?



• Variability• Levels of Behavior• Trend

• Variability• Levels of Behavior• Trend

I DoI Do

• Anecdotal Recording• Classroom Scatterplot• Basic Event Recording• Interval Recording and Time

Sampling• Duration Recording

• Anecdotal Recording• Classroom Scatterplot• Basic Event Recording• Interval Recording and Time

Sampling• Duration Recording

Direct Observation Summary

Direct Observation Summary

• Describe 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.

• Describe 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 Factors

Antecedent and Consequence Factors

• Describe the antecedents that are present when the behavior of concern occurs.

• Describe the consequences that appear to be maintaining the behavior of concern.

• Describe the antecedents that are present when the behavior of concern occurs.

• Describe the consequences that appear to be maintaining the behavior of concern.

Form HypothesisForm Hypothesis

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

When ____________________(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

Case Study: Merging Gym and Special Education:

Collecting Behavioral Data in a Chaotic Environment

Your Turn!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.

• 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 FindingsReport Findings

• Share findings with the group• Share findings with the group

Effective Positive Behavior Support Plans

Effective Positive Behavior Support Plans

• Prioritize• Define• Teach!!• Gradual Improvement• Procedures

• Prioritize• Define• Teach!!• Gradual Improvement• Procedures

Competing Behavior ModelCompeting Behavior Model

Positive Behavior Support Plan Components

Positive Behavior Support Plan Components

• Antecedents• Replacement Skills• Reinforcement• Alternative

Discipline/Consequences

• Antecedents• Replacement Skills• Reinforcement• Alternative

Discipline/Consequences



• Strategies to remove/reduce identified antecedents to the behavior of concern

• Strategies to make the behavior unnecessary in specific situations

• Strategies to assist with the performance of the replacement behavior (cues and prompts)

• Long term strategies to remediate skill deficits

• Strategies to remove/reduce identified antecedents to the behavior of concern

• Strategies to make the behavior unnecessary in specific situations

• Strategies 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!Make a change… BEFORE the behavior occurs!Intervene in the Green:2 types of antecedent interventions:

1. Change the setting event (S.E.)2. Change the antecedent

Intervene in the Green:2 types of antecedent interventions:

1. Change the setting event (S.E.)2. Change the antecedent

S.E. Antecedents BehaviorMaintaining

Consequence

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

• Difficult Work/• Long Tasks/• Loud Environment/• Close proximity to peers/• No choice of task visible/• Nonfunctional tasks/

Setting Event InterventionsSetting Event Interventions

Find an “opposite” for the following:• No breakfast• Lack of sleep• Thirsty• Hot Day• Bad bus ride• Fight with parent/sibling/boyfriend

before school

Find an “opposite” for the following:• No breakfast• Lack of sleep• Thirsty• Hot Day• Bad bus ride• Fight with parent/sibling/boyfriend

before school

S.E. StrategiesS.E. Strategies

• Written Rules• Outlines• Graphic Organizers• Rehearsals• Social Stories• Lighting/ear plugs• Advance warnings

• Written Rules• Outlines• Graphic Organizers• Rehearsals• Social Stories• Lighting/ear plugs• Advance warnings

ManipulationsManipulations

• Choice of order of tasks• Modify tasks to produce functional

outcomes• Pre-teach stories• Warning notices• Meal schedule and quantity

• Choice of order of tasks• Modify tasks to produce functional

outcomes• Pre-teach stories• Warning notices• Meal schedule and quantity

Replacement BehaviorReplacement Behavior

• Identify functionally equivalent replacement behavior

• The Response Effort

• Identify functionally equivalent replacement behavior

• The Response Effort

Consequence StrategiesConsequence Strategies

• Reinforcement for performance of the replacement behavior.

• Reinforcement for performance of the replacement behavior.

Reinforcement for Replacement Behaviors

Reinforcement for Replacement Behaviors

• Rate• Immediacy• Quality

• Rate• Immediacy• Quality

Types of ReinforcementTypes of Reinforcement

• Tangible• Activity• Social

• Tangible• Activity• Social

Teaching Desired Behaviors

Teaching Desired Behaviors

• Fading prompts• Pairing• Immediate consequences• Organized program

• Fading prompts• Pairing• Immediate consequences• Organized program

Consequence StrategiesConsequence Strategies

• Withholding of reinforcement• Delivering of punishment• Crisis plan section**

• Withholding of reinforcement• Delivering of punishment• Crisis plan section**

Consequence InterventionsConsequence Interventions

• Punishment (historically)• Tokens• Point systems• Reinforcers• Edibles• Praise• Thumbs up

• Punishment (historically)• Tokens• Point systems• Reinforcers• Edibles• Praise• Thumbs up

Additional StrategiesAdditional Strategies

• Loss of privledges- recess, free time• Time-out• Time-away from reinforcement• Reprimand• Extra work• Write an apology• Restitution

• Loss of privledges- recess, free time• Time-out• Time-away from reinforcement• Reprimand• Extra work• Write an apology• Restitution

Issues with PunishmentIssues with Punishment

• Person resents the punisher• Can result in aggression• Does not TEACH appropriate skill• Reduces self-esteem• Imitate the punishment• Physical harm• Sets a negative tone/negative school

climate

• Person resents the punisher• Can result in aggression• Does not TEACH appropriate skill• Reduces self-esteem• Imitate the punishment• Physical harm• Sets a negative tone/negative school

climate

Issues (cont’d)Issues (cont’d)

• Only effective in presence of punisher

• May learn another, more challenging behavior

• Must be accompanied by positive strategies

• Reward the GOOD stuff• ALWAYS make it simple and doable

• Only effective in presence of punisher

• May learn another, more challenging behavior

• Must be accompanied by positive strategies

• Reward the GOOD stuff• ALWAYS make it simple and doable

Positive Behavior Support Plan

Positive Behavior Support Plan

• Example• Example

Your TurnYour Turn

• Complete the PBSP with your team• Complete the PBSP with your team

Monitoring ProgressMonitoring Progress

• Create data tools to track and monitor progress on PBSP

• Create a plan to monitor progress with specific student

• Create data tools to track and monitor progress on PBSP

• Create a plan to monitor progress with specific student

ReferencesReferencesABA 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.

Functional Behavior Assessment Day 2

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