Functional Behavior Assessment Supplement (Fall 2008)

Functional Behavior Assessment

Supplement

(Fall 2008)

IEP teams determine that the student’s behavior impedes his/her learning or that of others

Start

Conduct Functional Assessment

YES

NO

NO

High Confidence in

Hypothesis

Conduct Full Functional Assessment

Develop Positive Behavior Support

Plan


Plan

Satisfactory Improvement

YES

Monitor & Modify PBSP Regularly

Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/08 http://www.pbis.org/files/1107gsbrieffba.ppt

FBA is a process for gathering information

to understand the function (purpose) of

behavior in order to write an effective

positive behavior support plan.

Functional Behavior Assessment (FBA)

Assumptions Underlying FBA

Behavior is learned and serves a specific purpose. To get To avoid

Behavior is related to the context within which it occurs

Questions to Address

How often does the target 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? What is going on during the occurrence/nonoccurrence of

the behavior? When is the behavior most likely/least likely to occur? How does the student react to the usual consequences

that follow the behavior?

Analyzing Patterns Under what circumstances or antecedent events is the target behavior most/least likely? WHEN? WHERE? WHAT? WHO? WHY?

What consequences or results predictably follow the target behavior? WHAT DO THEY GET? WHAT DO THEY AVOID?

What broader issues are important influences on behavior?

Summary Statement

1. When this occurs…(describe circumstances/antecedents)

2. the child does…(describe target behavior)

3. to get/to avoid…(describe consequences)

STEP 3: FUNCTIONAL BEHAVIOR ASSESSMENT SUMMARY

History of intervention for current behavior

Antecedent (prevention) strategies: Consequence strategies:

Observation Data Summary(attach graphic representation of observation data collected)How often does the behavior occur?How long does it last?At what intensity does it occur?Describe any patterns to the occurrence of the behavior detected through analysis of data.

Antecedent and Consequence Factors1.What antecedents are present when the behavior occurs? (describe specifically and include all identified)2.What consequences appear to be maintaining the behavior? (describe specifically and include all identified)

Hypothesis Regarding Function(s) of BehaviorTo get: (describe)Attention___________________________________________________________________________Activities/Items______________________________________________________________________Sensory stimulation__________________________________________________________________

To avoid, delay, or escape: (describe)Attention___________________________________________________________________________Activities/Items _____________________________________________________________________Sensory stimulation__________________________________________________________________

Hypothesis Statement:When_____________________________________________________________________________The student (name) will_______________________________________________________________In order to _________________________________________________________________________


Start


YES

NO

NO

High Confidence in

Hypothesis



Plan


Plan


YES




1.Informal Archival ReviewProblem Solving Meeting

2. Indirect ChecklistFunctional Assessment InterviewInitial Line of Inquiry

3. Direct Observation

A-B-C dataStructured, Planned Observation

FB

A L

EV

EL

S

Informal

Archival Review

Office Discipline Referrals

Problem Solving Meeting

Mark Banks

WWW.swis.org

WWW.swis.org

Math Class

WWW.swis.org

WWW.swis.org

Mark

As a result of a brief problem solving meeting based on office discipline referrals

Setting Events/Antecedent

Math Class

Certain group of boys

Target Behavior

Inappropriate Language

Function(Reinforcer)

Detention with same group of

boys

To gain peer attention


Start


YES

NO

NO

High Confidence in

Hypothesis



Plan


Plan


YES



Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/08 http://www.pbis.org/files/1107gsbrieffba.ppt;





FB

A L

EV

EL

S

30% Reliability in identifying function

60-80% reliable

http://www.behaviordoctor.org/

http://www.pbis.org/files/1107gsbrieffba.ppt

Indirect

Checklists Functional Assessment Team Forms

Initial Line of Inquiry Behavioral Pathways

Functional Assessment Interview Forms

Competing Behaviors Pathways

Setting Event Accommodations

Triggering Antecedent Accommodations

Maintaining Consequence (s) (match function)

Desired Alternative

Problem Behavior

Replacement Behavior

Setting Event Triggering Antecedent

Problem behavior pathway Maintaining Consequence(s) (match function)

Use to plan strategies for supporting alternative, desired behaviors

Initial Line of InquiryName:______________________________________ Date: ______________________________________

Strengths of the student:

A B C

2 3 1 4 5

Slow Triggers(Setting Events)

Fast Triggers(Antecedents)

Problem Behaviors(In measurable terms)

Actual Consequences

Perceived Function(Hypothesis)

Llewellyn, G., & Knoster, T. (1997). Screening for understanding of student problem behavior: An initial line of inquiry. Pennsylvania Department of Education.

Student-Assisted Functional Assessment InterviewStudent______________________________ Date_____________________________________School ______________________________ Interviewer________________________________

SECTION I

ALWAYS SOMETIMES NEVER

1. In general, is your work too hard for you?

2. In general, is your work too easy for you?

3. When you ask for help appropriately, do you get it?

4. Do you think work periods for each subject are too long?

5. Do you think work periods are too short?

6. When you do seatwork, do you do better when someone works with you?

7. Do you think people notice when you do a good job?

8. Do you think you get the rewards you deserve when you do a good job?

9. Do you think you would do better in school if you received more rewards?

10. In general, do you find your work interesting?

11. Are there things in the classroom that distract you?

12. Is your work challenging enough for you?

SECTION II

When do you think you have the fewest problems with _________________in school? (Target Behavior)

Why do you not have problems during this/these times(s)?

When do you think you have the most problems with __________________in school?

(Target Behavior)

Why do you have problems during this/these times(s)?

What changes could be made so you would have fewer problems with ___________________? (Target Behavior)

What kind of rewards would you like to earn for good behavior or good school work?

What are your favorite activities at school?

What are your hobbies or interests?

If you had the chance, what activities would you like to do that you don’t have the opportunity to do now?

SECTION III

Rate how much you like the following subjects:

Not at all

Fair Very Much

Reading 1 2 3 4 5

Math 1 2 3 4 5

Spelling 1 2 3 4 5

Handwriting 1 2 3 4 5

Science 1 2 3 4 5

Social Studies 1 2 3 4 5

English 1 2 3 4 5

Music 1 2 3 4 5

Physical Education 1 2 3 4 5

Computers 1 2 3 4 5

Art 1 2 3 4 5

What do you like about Reading?What don’t you like about Reading?What do you like about Math?What don’t you like about Math?What do you like about Spelling?What don’t you like about Spelling?What do you like about Handwriting?What don’t you like about Handwriting?What do you like about Science?What don’t you like about Science?What do you like about Social Studies?What don’t you like about Social Studies?What do you like about English?What don’t you like about English?What do you like about Music?What don’t you like about Music?What do you like about Physical Education?What don’t you like about Physical Education?What do you like about Computers?What don’t you like about Computers?What do you like about Art?What don’t you like about Art?

Kern, Dunlap, Clarke, & Childs (1994)

SECTION IV

STEP 1: FBA INTERVIEW

Student Name: Date:School: Grade:

DOB:Educational Program Description:

I. Description of the Behavior of concern (specifically describe what the behavior looks and sounds like):

Instructions: When the answer is YES, add details on the lines provided.

II. Physiological and Medical Factors:1. Could the behavior be the result of a medical condition or any form of physical discomfort?

NO YES______________________________________________________________

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

3. Could the behavior be the result of a deprivation condition (thirst, hunger, fatigue, etc.)? NO YES______________________________________________________________III. Setting Events and Antecedents:

1. Are there circumstances in which the behavior ALWAYS occurs? NOYES __________________________________________________________________________________________________________________________

2. Are there circumstances in which the behavior NEVER occurs? NOYES_______________________________________________________________

3. Does the behavior occur only (or more often) during particular activities or times? NO YES_______________________________________________________________

Skill Deficits Related to Behavior of concern: Could the behavior be related to any skill deficits? (check* all that apply)

Academic: Task requirements as presented are not at the student’s instructional level in the core areas of Reading, Math, or Writing.

Participation Skills: The student has difficulty with participating in non-directed, semi-directed, teacher-directed, or peer-directed activities. The student has difficulty in small or large group instruction.

Social Skills: The student has difficulty acquiring and/or maintaining peer friendships. The student often withdraws from social interaction. The student is often verbally and/or physically aggressive in social interactions.

Communication Skills: The student has difficulties with requesting what they need, including items, activities, attention, information, changes in the environment, or help. He/she has difficulties in conversational skills and answering questions, understanding non-verbal or verbal language, or following directions.

Organizational Skills: The student has difficulty with organizing school supplies, study area, time, or projects, organizing class notes, or dividing assignments into task.

Self-Regulation Skills: The student has difficulties with staying on-task, completing work assignments, handling stressful situations, calming self when agitated, following rules, or difficulty transitioning between activities/places or people. Difficulty with being able to solve a problem.

Study Skills: The student has difficulty with studying for tests, taking tests, taking notes from lectures, or using studying techniques.

Motor Skills: The student has difficulty with gross motor skills (e.g. running, raising arms, putting feet together, squatting, bending at waist, etc.) or fine motor skills (e.g. pointing, counting with fingers, holding a pencil/pen, holding a fork/spoon, pressing a computer key, using a mouse, etc.). S/he has difficulty with imitating others’ actions.

Functional Skills: The student has difficulty with performing activities of daily living (e.g. eating, dressing, toileting, grooming).

Play Skills: The student has difficulty with actively exploring activities/toys in their environment (inside or outside) to play with during leisure time, playing with the items as designated, or engaging in interactive play with peers during activities.

*If checked, please refer for further assessment (i.e. Speech & Language evaluation, Occupational Therapy evaluation, curriculum-based assessments, Specific Skills Assessments)

1. Does the behavior allow the student to gain something?

A. Preferred activities or items?Indicators: The behavior often occurs when the student sometimes or always regains an item or activity that has been taken away or terminated. The behavior often occurs when the student sometimes or always gains access to an activity or item that he was told he couldn’t have. The behavior rarely occurs when the student is given free access to his or her favorite items or activities.

NO YES

B. Peer or adult attention?Indicators: The student frequently approaches others. The student frequently initiates social interaction. When the behavior occurs, someone usually responds by interacting with the student in some way (i.e. verbal reprimand, redirection, comforting statements). The behavior rarely occurs when the student is receiving attention.

NO YES

2. Does the behavior allow the student to postpone, avoid, or escape something such as task demands, social interaction, etc.?Indicators: The behavior often occurs when the student sometimes or always postpones or escapes the task demands placed upon him. The behavior rarely occurs when few demands are placed on the student or when the student is left alone. The student is often noncompliant when asked to complete tasks and the student sometimes or always postpones or escapes the tasks. The behavior often occurs prior to predictable demands and the student sometimes or always avoids or postpones the tasks.

NO YES

3. Does the behavior provide stimulation as an alternative to a lack of active engagement in activities?Indicators: The behavior occurs frequently when the student is alone or unoccupied. The student seems to have few known reinforcers or rarely engages in social interaction activities. When the student engages in the behavior, others usually respond by not attending to the behavior.

NO YES


Start


YES

NO

NO

High Confidence in

Hypothesis



Plan


Plan


YES








FB

A L

EV

EL

S

30% Reliability in identifying function

60-80% reliable



Direct Observation

A-B-C data Structured, Planned Observation

Data Collection Systems Definition

Frequency/Event Recording Measure of the number of times a behavior occurs.

Duration Measure of how long the behavior lasts.

Latency Measure of how much time elapses between the presentation of a cue, and the occurrence of the behavior.

Rate/Percentage Used to measure how often a behavior occurs during a given period of time. Can be converted to percentage to measure how accurate, how many times a student is engaged in a behavior.

Magnitude/Intensity Measure of how strongly a behavior occurs (i.e., volume.) This should be used in addition to another measure (i.e., frequency or duration)

Levels of Assistance Measure of the number and type(s) or levels of assistance (prompts) that the instructor provides a student.

Anecdotal (A-B-C) Provides a descriptive account of the behavior. The purpose of this data is for analysis rather than evaluation. It describes the setting individuals present, the activities and interactions of these individuals and any other relevant variable.

Modified Scatter Plot Provides a visual display of the patterns of the targeted behavior by recording the occurrence and non occurrence of the behavior across activities/time frames and days.

Interval Recording Provides an estimate of how often a behavior occurs by recording the occurrence or nonoccurrence of the behavior at the end of each equal time intervals.

Time Sampling Provides an estimate of how often a behavior occurs by recording the occurrence or nonoccurrence of the behavior at the end of each equal time interval. Generally, the time intervals are longer than those encountered in the interval recording system.

Antecedent – Behavior – Consequence Chart

Student: Date:

Time Period

Others Present

AntecedentsWhat was happening BEFORE the behavior??

BehaviorsDescribe behaviors in observable terms

ConsequencesWhat happened AFTER the behavior occurred??

Frequency - Event Recording Data Sheet Frequency: The number of occurrences of a behaviorStudent _Observer _Target Behavior: _

Date Time Tally Total

Duration - Recording Data SheetDuration: The length of time a student engages in a particular behaviorStudent Observer Target Behavior:

Day and Date

Time of Initiation

Time of Completion

Elapsed Time(Duration)

Comments

1

2

3

4

5

6

7

8

9

10

Latency Recording Data SheetLatency: Measures how long it takes for behavior to beginStudent Observer Target Behavior:

DateTime of Cue Time of

Initiation of Behavior

Elapsed Time(Latency)

Comments

Modified Scatter Plot

Frequency of Multiple BehaviorsStudent: Grade: Date: Observer: Teacher:

Class & Time

Behavior 1 Behavior 2 Behavior 3

A 1 1 1 1 11 1 1 1 1

1 1 1 1 11 1 1 1 1

2 2 2 2 22 2 2 2 2

2 2 2 2 22 2 2 2 2

3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3

B 1 1 1 1 11 1 1 1 1

1 1 1 1 11 1 1 1 1

2 2 2 2 22 2 2 2 2

2 2 2 2 22 2 2 2 2

3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3

C 1 1 1 1 11 1 1 1 1

1 1 1 1 11 1 1 1 1

2 2 2 2 22 2 2 2 2

2 2 2 2 22 2 2 2 2

3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3

D 1 1 1 1 11 1 1 1 1

1 1 1 1 11 1 1 1 1

2 2 2 2 22 2 2 2 2

2 2 2 2 22 2 2 2 2

3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3

E 1 1 1 1 11 1 1 1 1

1 1 1 1 11 1 1 1 1

2 2 2 2 22 2 2 2 2

2 2 2 2 22 2 2 2 2

3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3

F 1 1 1 1 11 1 1 1 1

1 1 1 1 11 1 1 1 1

2 2 2 2 22 2 2 2 2

2 2 2 2 22 2 2 2 2

3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3

G 1 1 1 1 11 1 1 1 1

1 1 1 1 11 1 1 1 1

2 2 2 2 22 2 2 2 2

2 2 2 2 22 2 2 2 2

3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3

H 1 1 1 1 11 1 1 1 1

1 1 1 1 11 1 1 1 1

2 2 2 2 22 2 2 2 2

2 2 2 2 22 2 2 2 2

3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3

ANECDOTAL NOTES

A B C

D E F

G H Other comments

FUNCTIONAL BEHAVIORAL ASSESSMENT (FBA)

STEP 1: INTERVIEW

•The IEP team, including persons who have observed the behavior of the student in a variety of settings and conditions, completes the interview questions focusing on antecedents, behaviors, and consequences.

STEP 2: DIRECT OBSERVATION

•Data collection is accomplished through direct observation in the student’s natural environment. Direct observation provides objective data to support or refute the interview information; thus leading to more accurate hypothesis formation. The observation and the data collection methods are determined by information gathered during the interview phase (STEP 1).

STEP 3: SUMMARY

•The IEP team summarizes the interview information and the data collected during direct observation to form one or more hypotheses identifying the function(s) the behavior is serving for the student. The IEP team uses this information to build the Behavioral Intervention Plan. Ongoing analyses of data collected during the intervention phase of the BIP guide the team in measuring

STEP 1: FBA INTERVIEW

Student Name: Date:School: Grade:

DOB:Educational Program Description:

I. Description of the Behavior of concern (specifically describe what the behavior looks and sounds like):

Instructions: When the answer is YES, add details on the lines provided.

II. Physiological and Medical Factors:1. Could the behavior be the result of a medical condition or any form of physical discomfort?

NO YES______________________________________________________________

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

3. Could the behavior be the result of a deprivation condition (thirst, hunger, fatigue, etc.)? NO YES______________________________________________________________III. Setting Events and Antecedents:

1. Are there circumstances in which the behavior ALWAYS occurs? NOYES __________________________________________________________________________________________________________________________

2. Are there circumstances in which the behavior NEVER occurs? NOYES_______________________________________________________________

3. Does the behavior occur only (or more often) during particular activities or times? NO YES_______________________________________________________________

Skill Deficits Related to Behavior of concern: Could the behavior be related to any skill deficits? (check* all that apply)

Academic: Task requirements as presented are not at the student’s instructional level in the core areas of Reading, Math, or Writing.

Participation Skills: The student has difficulty with participating in non-directed, semi-directed, teacher-directed, or peer-directed activities. The student has difficulty in small or large group instruction.

Social Skills: The student has difficulty acquiring and/or maintaining peer friendships. The student often withdraws from social interaction. The student is often verbally and/or physically aggressive in social interactions.

Communication Skills: The student has difficulties with requesting what they need, including items, activities, attention, information, changes in the environment, or help. He/she has difficulties in conversational skills and answering questions, understanding non-verbal or verbal language, or following directions.

Organizational Skills: The student has difficulty with organizing school supplies, study area, time, or projects, organizing class notes, or dividing assignments into task.

Self-Regulation Skills: The student has difficulties with staying on-task, completing work assignments, handling stressful situations, calming self when agitated, following rules, or difficulty transitioning between activities/places or people. Difficulty with being able to solve a problem.

Study Skills: The student has difficulty with studying for tests, taking tests, taking notes from lectures, or using studying techniques.

Motor Skills: The student has difficulty with gross motor skills (e.g. running, raising arms, putting feet together, squatting, bending at waist, etc.) or fine motor skills (e.g. pointing, counting with fingers, holding a pencil/pen, holding a fork/spoon, pressing a computer key, using a mouse, etc.). S/he has difficulty with imitating others’ actions.

Functional Skills: The student has difficulty with performing activities of daily living (e.g. eating, dressing, toileting, grooming).

Play Skills: The student has difficulty with actively exploring activities/toys in their environment (inside or outside) to play with during leisure time, playing with the items as designated, or engaging in interactive play with peers during activities.

*If checked, please refer for further assessment (i.e. Speech & Language evaluation, Occupational Therapy evaluation, curriculum-based assessments, Specific Skills Assessments)

1. Does the behavior allow the student to gain something?

A. Preferred activities or items?Indicators: The behavior often occurs when the student sometimes or always regains an item or activity that has been taken away or terminated. The behavior often occurs when the student sometimes or always gains access to an activity or item that he was told he couldn’t have. The behavior rarely occurs when the student is given free access to his or her favorite items or activities.

NO YES

B. Peer or adult attention?Indicators: The student frequently approaches others. The student frequently initiates social interaction. When the behavior occurs, someone usually responds by interacting with the student in some way (i.e. verbal reprimand, redirection, comforting statements). The behavior rarely occurs when the student is receiving attention.

NO YES

2. Does the behavior allow the student to postpone, avoid, or escape something such as task demands, social interaction, etc.?Indicators: The behavior often occurs when the student sometimes or always postpones or escapes the task demands placed upon him. The behavior rarely occurs when few demands are placed on the student or when the student is left alone. The student is often noncompliant when asked to complete tasks and the student sometimes or always postpones or escapes the tasks. The behavior often occurs prior to predictable demands and the student sometimes or always avoids or postpones the tasks.

NO YES

3. Does the behavior provide stimulation as an alternative to a lack of active engagement in activities?Indicators: The behavior occurs frequently when the student is alone or unoccupied. The student seems to have few known reinforcers or rarely engages in social interaction activities. When the student engages in the behavior, others usually respond by not attending to the behavior.

NO YES

STEP 2: DIRECT OBSERVATION The FBA interview results in a measurable description of the behavior of concern and

information that leads to direct observation with data collection and analysis.Direct observation

Serves to more clearly define the behaviorSupports or refutes interview informationAllows for assessment of behavioral events in the student’s natural environmentLeads to a more accurate hypothesis regarding the function(s) of the student’s behavior of

concernServes as a baseline to measure the frequency, duration, and/or intensity of the behavior

prior to intervention Provides information that is necessary to build a Behavioral Intervention Plan Supplies the team with progress monitoring data to evaluate the implemented interventions

and guide adjustments to the planData collection

Define the behavior of concern in observable and measurable terms.Determine the purpose for data collection—the type of information needed from each data

collection session (i.e. frequency counts, identifying antecedents and/or consequences).Outline the schedule including where, when, how often, and who will collect data.Design tools that will result in the collection of the type of data needed and that are functional with clear coding systems.Transfer the data to a visual representation (graph) and analyze it for trend, level and

variability. Data collection methods

Record frequency and/or duration indicating time of day, location, activities occurring, and people present.

Write a description of the student’s behavior as well as the antecedents and consequences using an A-B-C format. This type of data must be collected multiple times across settings

when the behavior of concern occurs as well as when the behavior of concern does not occur.


Start


YES

NO

NO

High Confidence in

Hypothesis



Plan


Plan


YES




1.Informal •Archival Review•Problem Solving Meeting

2. Indirect •Checklist•Functional Assessment Interview•Initial Line of Inquiry


•A-B-C data•Structured, Planned Observation

FB

A L

EV

EL

S



Positive Behavior Support Plan

Proactive Adjusting the environment that reduce the

likelihood of problem behavior occurring Allowing the student to be independent and

successful Examples: modifying the curriculum,

reorganizing the physical setting, clarifying routines and expectations



Educative Teaching replacement skills Allowing students to meet objectives in

more effective, efficient, and appropriate ways (e.g., communication alternatives)

Examples: Communication Alternatives



Effective Managing consequences to reinforce desired

behaviors and replacement skills Withholding reinforcement following target

behavior Examples: Praise, Access to reward, verbal

redirect, loss of privilege


53

Antecedent

Setting Event Target Behavior

Desired Behavior

Acceptable Alternative

Reinforcement

Reinforcement (< R+)

Antecedent Modifications

Reinforcement(Function)

The summary statement is the foundation for a positive and supportive plan


Behavior Strategies Worksheet

Student Name: _______________________________ Date:___________

Trigger/AntecedentProblemBehavior

MaintainingConsequence

Antecedent Strategies New SkillsConsequence

Strategies

Positive Behavior Support

Functional Assessment

Behavior Support Plan

Ongoing assessment

and monitoring

Functional Behavior Assessment Supplement (Fall 2008)

Documents

Transcript of Functional Behavior Assessment Supplement (Fall 2008)