Functional Behavior Assessment – FBA Alanna McMullan – amcmullan@caiu

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Functional Functional Behavior Behavior Assessment – FBA Assessment – FBA Alanna McMullan – [email protected]

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Functional Behavior Assessment – FBA Alanna McMullan – [email protected]. FBA. Learn method for data collection Analyze data to determine the function Use competing pathways to analyze antecedent modifications, behavior to be taught, consequence manipulation, and setting changes necessary. - PowerPoint PPT Presentation

Transcript of Functional Behavior Assessment – FBA Alanna McMullan – amcmullan@caiu

Page 1: Functional Behavior Assessment – FBA Alanna McMullan – amcmullan@caiu

Functional Functional Behavior Behavior

Assessment – FBAAssessment – FBA

Alanna McMullan – [email protected]

Page 2: Functional Behavior Assessment – FBA Alanna McMullan – amcmullan@caiu

FBAFBA

• Learn method for data collection• Analyze data to determine the function• Use competing pathways to analyze

antecedent modifications, behavior to be taught, consequence manipulation, and setting changes necessary

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All

Some

FewContinuum of Continuum of

Positive Positive Behavior Behavior SupportSupport

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What is FBA ?What is FBA ?

• Method for gathering information about situational events that predict and maintain problem behavior

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Questions to Questions to AddressAddress

• How often does the behavior occur/how long does it last?

• Where does the behavior typically occur/never occur?

• Who is present for the occurrence/nonoccurrence of the behavior?

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Questions to Questions to AddressAddress

• What is going on during the occurrence/nonoccurrence of the behavior?

• When is the behavior most/least likely to occur?

• How does the student react to usual consequences that follow behavior?

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When must we do an When must we do an FBA?FBA?

• Behavior that impedes learning

• Need to create a behavior support plan

• Patterns of behavior are developing

• Suspensions

• Change of placement due to behavior

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Foundational Foundational AssumptionsAssumptions

• Behavior is learned and serves a specific function

• Environmental conditions can set up, set off, or maintain problem behavior

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Changing the Way We Changing the Way We ThinkThink

Changing the environment

vs.

“fixing the person”

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Changing Our ViewChanging Our View

• Understand why challenging behaviors happen and what purpose they serve

• Focus on developing a broader range of skills and outcomes for children

• Implement interventions for these behaviors that help children learn new behaviors

• Develop preventative interventions that are practical and ongoing

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Changing Our ViewChanging Our View

• Take the problem away from the child and ask:– Why is this behavior occurring?

• What changes can I make to prevent the problem from occurring and teach the child new skills?

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What is BehaviorWhat is Behavior??Definition: Characteristics:

Examples: Non-Examples:

Behavior

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How can we “change” How can we “change” behavior?behavior?

• The only behavior you can control is your own…so how can we change student behavior?

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Behavioral Events:Behavioral Events:

AA BB CC

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ABC’s of BehaviorABC’s of Behavior

• Antecedent - what happens before the behavioral event

• Behavior – measurable/countable and observable

• Consequence - any event that follows the behavior (reinforcement or punishment)

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the purpose that the behavior serves

a.) to get/gain something

b.) to avoid/escape something

c.) to delay something

Function:

BehaviorBehavior

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Identifying Functions of Identifying Functions of BehaviorBehavior

– Look at the situation in which the behavior occurs– Identify and describe the challenging

behavior– Identify what events, people, activities, are

usually associated with the behavior

Antecedents and Consequences…

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Functions of BehaviorFunctions of Behavior

– Identify the outcome of the behavior– Ask yourself “What is this child getting by

engaging in this behavior”?– Obtaining peer or adult attention?– Obtaining an activity, materials, food, toy?– Escaping a task or activity?– Escaping peer or adult attention?– Self stimulation?

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Functions of Challenging Functions of Challenging BehaviorsBehaviors

• Why do children do these behaviors?

• What is the purpose or outcome for the child?

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Defining Target BehaviorsDefining Target Behaviors

Examples Non-Examples

Hits others with fist Poor impulse control

Crying Angry, hostile, resentful

Laying on the floor and refusing to

move

stubborn

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Observable and Observable and Measurable?Measurable?

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Methods for Conducting Methods for Conducting FBAFBA

• Indirect Methods– MAS- Motivational Assessment Scale– FAST – Functional Analysis Screening Tool– PBQ- Problem Behavior Questionnaire

Strengths Limitations

Easy to implement 30% reliability to determine function

Minimal time and training Can be subjective

Structured methods Non-specific functions identified (ex. Escape from work)

May use for initial assessment

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Methods for Conducting Methods for Conducting FBAFBA

• Direct Methods– ABC analysis– Scatter plot– Interval or time sampling

Strengths Limitations

Objective and quantitative Complex analysis

Behavior sampled in relevant setting

Time intensive

Can ID environmental settings

Increased training required

Sufficient for PBSP development

May not ID function of infrequent behavior

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A TEAM process consisting of: Step 1. Informant interviewing Step 2. Direct observation with data

collection Step 3. Analysis of all information gathered

Components of FBAComponents of FBA

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ComponentsComponents

Step 1. Informant interviewing:

• Focus on A and C

• Helps establish specific behavior

• Look at routines not the child (A)

• Develop testable hypothesis

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Functional Assessment Functional Assessment InterviewInterview

• An interview that describes the problem behavior and identifies environmental factors that reliably result in the challenging behavior

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Function Assessment Function Assessment InterviewInterview

o Ask the following questions:What exactly does the behavior look like?What do you think is the possible reason that the child is

engaging in the behavior?What events/situations predict the behavior?What does the child like and not like?How does the child communicate what she or he likes or

dislikes?Does the child have skill deficits?What other things may be related to the behavior?

• Does the child have a illness?• Is the family in transition?

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Who should be interviewed?Who should be interviewed?

Teachers, student, support staff, parents, family members, and other relevant persons who work with or know the individual well.

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Interviewing - Hints & TipsInterviewing - Hints & Tips

• Ask for specific examples – If I closed my eyes…

• Keep asking questions - “What”

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Step 1: Functional Assessment Interview

FBA WorksheetFBA Worksheet

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Description of Behavior of Concern (specifically describe what the behavior looks like): tantrum behaviors (throwing toys/objects, falling to the floor, screaming, kicking)

Step 1: Informant Step 1: Informant InterviewInterview

MAGGIE—Parent interview

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Physiological and Medical Factors:

1. Could the behavior be the result of a medical condition or any form of physical discomfort? NO X YES___________________________________________

2. Could the behavior be related to a side effect of medication? NO X YES____________________________________________

3. Could the behavior be the result of some physical deprivation condition (thirst, hunger, lack of rest, etc.)? NO X YES____________________________________________

Step 1: Informant InterviewStep 1: Informant InterviewMAGGIE

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Antecedents and Establishing Operations:

1. Are there circumstances in which the behavior ALWAYS occurs?NO ___________________________________YES --When she has to transition to non-preferred activities

2. Are there circumstances in which the behavior NEVER occurs?NO ____________________________________YES --During free time

Step 1: Informant Step 1: Informant InterviewInterview

MAGGIE

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Antecedents and Establishing Operations:

3. Does the behavior occur only (or more often) during particular activities? NO ___ YES---Transition to Circle Time and other large group activities on the floor

4. Does the behavior occur only with (or more likely with) certain people? NO X YES_________________________________________

Step 1: Informant Step 1: Informant InterviewInterview

MAGGIEMAGGIE

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Antecedents and Establishing Operations:

5. Does the behavior occur in response to certain stimuli? (demands, termination of preferred activities, tone of voice, noise level, ignoring, change in routine, transitions, number of people in the room, etc.)

NOX YES---During transitions to non-preferred activities

6. Does the behavior occur only (or more likely) during a certain time of day? (morning, afternoon, end of school day, evening)

NOX YES---In the morning

Step 1: Informant Step 1: Informant InterviewInterview

MAGGIE

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Skill DeficitsSkill Deficits

Could the behavior of concern be related to skill deficits? Ex. social, communication, self-regulation

*Challenging behavior should not be viewed as a barrier to teaching communication, social skills, academic skills, etc.

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Consequence Factors:

1. Does the behavior allow the student to gain anything?A. Preferred activities or items?Indicators: Often occurs when you take a particular item away from the student or when you terminate a preferred activity, when you inform the student that he/she cannot have a certain item or engage in a particular activity. Rarely occurs when you give the student free access to his/her favorite items or activities.NO X YES ___________________________________________________________

B. Peer or adult attention?Indicators: Student frequently approaches you or others, initiates social interaction. When behavior occurs, you or others usually respond by interacting with the student (reprimand, redirection, comforting statements). Rarely occurs when receiving lots of attention.NO X YES________________________________________________________

Step 1: Informant InterviewStep 1: Informant InterviewMAGGIE

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Consequence Factors:

2. Does the behavior allow the student to postpone, avoid, or escape anything (task demands, social interaction, etc.)?Indicators: Behavior occurs when you place demands on the student. Rarely occurs when you place few demands on the student or when left alone. Student is often noncompliant when asked to complete tasks and the student sometimes or always avoids or postpones the task. Often occurs prior to predictable demands and the student sometimes or always avoids or postpones the task.

NO ____YES ---Avoids and sometimes escapes Circle Time

Step 1: Informant InterviewStep 1: Informant InterviewMAGGIE

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Consequence Factors:

3. Does the behavior provide stimulation activity (an alternative to a lack of active engagement in activities)?Indicators: Occurs frequently when the student is alone or unoccupied. Student seems to have few known reinforcers or rarely engages in social interaction activities. Behavior is typically not attended to by you or others.

NO X YES_______________________________________________

Step 1: Informant Step 1: Informant InterviewInterview

MAGGIE

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Step 2: Direct Observation with Data Collection

FBA WorksheetFBA Worksheet

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Step 2: Direct Step 2: Direct Observation with Data Observation with Data

CollectionCollection

• Defines the behavior more explicitly• Supports OR refutes informant

interview information• Determines baseline levels• Provides objective information on

behavioral events

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• Leads to more accurate hypothesis of the function of the behavior

• Allows for assessment in the student’s natural environment

• Provides information necessary for building an effective Behavior Intervention Plan

Step 2: Direct Step 2: Direct Observation with Data Observation with Data

CollectionCollection

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Steps to the Data Steps to the Data Collection ProcessCollection Process

1. Determine the purpose for data collection.

2. Define the behavior (one at a time) specifically and measurably.

3. Decide where, how often, and who will collect data.

4. Design a data collection tool(s) to fit your needs-- simple, but functional with clear coding system.

5. Transfer the data to a visual representation (graph).

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Choosing a Data Choosing a Data SystemSystem

Question of Interest

Dimension to Measure

How often? Each Event(Frequency, Rate, or Percentage)

How long? Duration (each event or cumulative)

How long to begin the behavior?

Latency

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Direct Observation Direct Observation DataData

• ABCABC

– Easy to use for recorder and evaluator– Data documented in a consistent manner– Look for patterns in both antecedent and

consequences

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Antecedents Behavior Consequences

1/8/06 Peer teased John

1/9/06 Teacher gave John a math sheet

John hit the peer and threw a desk on the floor

John threw the desk on the floor

John was removed from the room and sent to the office

Teacher sent John to the office

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ABC Observation SampleABC Observation SampleDate/Class/

Time

Antecedent Behavior Consequence

9/29, English, 9:05

Asked to take out essay draft

Refused, “make me” Sent to office

Slams door on way out

9/29 Math 10:00

Independent practice assignment

Sat and waited for help, then put head down

Bell rang, teacher tells students, “Please finish for hwk.”

9/29 Science, 2:18

Science Unit test

1.Begins test, makes “x” over entire section; says loudly, “this sucks”.

3. Accepts help briefly, asks to use RR, leaves

2. Teacher offers help

4. Returns, from RR, mumbles, hands in incomplete test; reads magazine

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ABC Behavior CardABC Behavior Card

Antecedents Behavior Consequences

transition

close proximity

redirected

told “no”

throwing objects

disruptive outburst

choice given

personal space given

changed activity

physical prompt

1

1

12

2

2

2a

2a3

3

4

4

4a

4a

3 4

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Event RecordingEvent RecordingDate Activity Start Stop Tally Total Comments

5/6 Ind. Seat Work (multiplication)

9:45 9:48 // 2

5/6 Transition to lunch

10:48 10:55 /////// 7 Calmed after given choice

5/6 Transition to music class

1:52 1:56 //// 4 Calmed after reminded recess is after music

Target Behavior: Tantrums (kicking, screaming, biting)

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Duration RecordingDuration RecordingDate Activity Start Stop Duration of Comments

5/7 Lunch 12:02 12:07 5 min Calmed after removed

5/7 Lunch 12:05 12:12 7 min Calmed after removed

5/7 Lunch 12:00 12:17 17 min Never removed

5/8 lunch 12:04 12:09 5 min Calmed after removed

Target Behavior: Screaming

Page 52: Functional Behavior Assessment – FBA Alanna McMullan – amcmullan@caiu

FBA DataFBA Data

1. Scatterplot recording:

•Baseline frequency/duration

•Direct observation tool

•Visual representation for simpler data

•Helps to recognize patterns

Page 53: Functional Behavior Assessment – FBA Alanna McMullan – amcmullan@caiu

FBA Step 2: ScatterplotFBA Step 2: Scatterplot Tally of discreet episodes of refusals accompanied by

inappropriate verbalizations

M T W Th F M T W Th FEnglish // / / / / // // / /

Math / // / / // / // // /

Study Hall /

Geography / /

Lunch

LS Room /

Health/PE (H) /

(PE) / (H) / (H) / (H)/

Science /// // / // / / // / /

6 3 5 5 7 3 5 6 2 6

Page 54: Functional Behavior Assessment – FBA Alanna McMullan – amcmullan@caiu

Behavior Doctor Tool

www.behaviordoctor.org

Page 55: Functional Behavior Assessment – FBA Alanna McMullan – amcmullan@caiu

FBA Step 3: Analysis of FBA Step 3: Analysis of Information and Information and

Hypothesis DevelopmentHypothesis Development

• Summarize and analyze data for patterns to determine function based on antecedents and consequences

• Develop hypothesis statement

Page 56: Functional Behavior Assessment – FBA Alanna McMullan – amcmullan@caiu

FBA Step 3: Analysis of FBA Step 3: Analysis of Information and Information and

Hypothesis DevelopmentHypothesis Development

• “When (antecedents), (student) will (behavior of concern), in order to (perceived function of the behavior of concern).”

Page 57: Functional Behavior Assessment – FBA Alanna McMullan – amcmullan@caiu

FBA: Step 3:FBA: Step 3: Developing a Developing a

Hypothesis StatementHypothesis Statement

• When given independent work or work that she perceives to be difficult, Roxanne will refuse to follow the request accompanied by inappropriate verbalization (swearing, name calling, and verbal challenges), in order to escape or avoid the task.

• Team will need to address skill deficits.

Page 58: Functional Behavior Assessment – FBA Alanna McMullan – amcmullan@caiu

EXAMPLESEXAMPLES• In a very warm classroom when presented

with a difficult task Jason will tantrum (scream, cry, drop to the floor) and bite his arm to escape the task.

• When Carl is tired and asked to sit and eat lunch in the noisy cafeteria he will slam his tray down and spit at the cafeteria aides in order to be escorted from the room.

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Example 1• Jared talks out at least two times per

class. He smiles, and other students snicker, when his teachers remind him to raise his hand. Since the beginning of the year, the problem seems worse.

What might be the function of Jared’s behavior?

ABC's of BehaviorABC's of Behavior

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Example 2• Colleen forgets her homework at least 3 times a

week. The classroom consequence is to stay in at recess and do the homework with the teacher.

What might be the function of Colleen’s behavior?

ABC's of BehaviorABC's of Behavior

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Assessment to Assessment to InterventionIntervention

Designing and ImplementingPositive Behavior Support Plans

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Positive Behavior Support Positive Behavior Support PlansPlans

…connection between assessment and intervention

•Antecedent manipulation•Teaching replacement/alternative behaviors •Develop this into a goal•Decrease (or change) the behavior of concern•Ongoing data collection (progress monitoring)

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BEHAVIOR PLAN COMPONENTS

AntecedentsAntecedents Replacement SkillsReplacement Skills

● Skill deficit areas

● Create a goal

REINFORCEMENT for REINFORCEMENT for new behaviornew behavior

Consequences to address Consequences to address behavior of concernbehavior of concern

● Hierarchy of responses to behavior of concern

● Should not be what maintained the behavior

A B

C C

●This is about our behavior ●Setting up the environment

● What are we doing to reinforce new replacementskills

Page 64: Functional Behavior Assessment – FBA Alanna McMullan – amcmullan@caiu

Positive Behavior Support Plans

Antecedent (prevention) strategies

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

•strategies to make the behavior of concernunnecessary in specific situations

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

•long term strategies to remediate skill deficits

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Positive Behavior Support Plans

●Replacement Behavior (teaching and maintaining)

•Identify functionally equivalent replacement behavior.

Consider… ●Is the replacement behavior effective and

efficient for the student to use?

●The Response Effort: how difficult is it for the person to perform the behavior? (physically and/or

cognitively)

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Positive Behavior Support Plans

Consequence strategies

Reinforcement for performance of the replacement behavior.

Reinforcement often consists solely of the student achieving the

identified function of the behavior of concern through use of the

replacement behavior.

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■ Natural Positive Reinforcement

■ Edible Reinforcement

■ Material Reinforcement

■ Social Reinforcement

Types of Types of ReinforcementReinforcement

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Reinforcement ScheduleReinforcement Schedule

I mmediateF requentE nthusiasticE ye-ContactD escriptiveA nticipationV ariety

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Positive Behavior Support Positive Behavior Support PlansPlans

Consequence strategies

This ensures that the behavior of concern is less effective and efficient than the replacement behavior.

**This is the section that includes the crisis plan (a plan to outline the steps taken to avoid

a crisis as well as the plan for when a crisis

occurs)

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Positive Behavior Support Positive Behavior Support PlansPlans

Remember…it is an ongoing process…

●Data collection for progress monitoring

●Long term antecedent (prevention) strategies to address the educational (skill) deficit(s) related to the behavior of concern

●Crisis Planning

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ResourcesResources

www.interventioncentral.org

www.pattan.k12.pa.us

www.behaviordoctor.org

www.disciplinehelp.com