Functional Behavior Assessments:

Rationale, Tools, and Expectations

Overview of Presentation

The why and when of conducting a functional behavior assessment

Tools and process Written summaries of FBA Connection with Proactive Behavior

Intervention Planning

Minnesota Definition of a Functional Behavior Assessment

"Functional behavioral assessment" or "FBA" means a process for gathering information to maximize the efficiency of behavioral supports. (MN Rule 3525.0210 sup. 22)

Why Functional Behavioral Assessments are Beneficial

Majority of student behavior is purposeful

Behavior (appropriate and inappropriate) relates to the context(s) in which it occurs

Past-to-present events influence behavior

FBAs provide a predictive function

Advantages of utilizing FBA’s

Improves understanding of the causes of behavior

Facilitates hypothesis-driven interventions

Emphasizes skill building rather than punishment

Increases chance of positive student outcomes

When is an FBA Required?

The emotional and behavioral disorders disability criterion currently requires that an FBA be conducted as part of the determination process (Minnesota Rule 3525.1329).

When is an FBA Required?

An FBA is required before a student’s IEP team makes a determination that conditional procedures should be in a student’s comprehensive behavior intervention plan (Minnesota Rule 3525.2710 Subp. 4F).

FBA Requirements Related to Suspensions

IEP Team Meeting Required

Manifestation Determination

Required

Functional Behavioral Assessment Plan

Required Student removed for 1 school day or less (but not suspended)

No* No* No*

Student suspended for less than 5 consecutive school days

No* No* No*

Student suspended for 5 to 10 consecutive school days

Yes Yes No*

Student removed for 10 cumulative school days in a school year or less

No No No

Student removed for 11 cumulative school days in a school year or more

Yes Yes Yes

Student placed on in-school suspension

No** No** No**

Parent requests a manifestation determination following any removal for disciplinary reasons

Yes Yes No*

Student suspended from the bus

Depends*** Depends*** Depends***

Pattern of Removal Requirement

When a pattern of removal has the effect of a change in placement for a student, a functional behavior assessment needs to be conducted

Other Instances for Conducting an FBA

When a team is considering a more restrictive placement due to behavioral concerns

When emergency intervention used 2x in a month, team meeting to determine if additional evaluation needed and IEP amendment (MN Rule 3525.2900)

As outlined in the Behavior Intervention Plan

Current Data Collection ToolFunctional Behavioral Assessment

Student: Age: School: Date: Completed by: Hypothesis:

Strengths

Slow Triggers (setting, events)

Fast Triggers (antecedents)

Problem Behaviors

Perceived Function

Actual Consequence

Ideas:

Barriers to Ideas:

Desired Behaviors:

An FBA includes:

Description of problem behaviors: Challenging behaviors defined in observable and measurable terms (i.e., one can see and count the behavior)

When the behavior is most likely to occur: Identification of events, times, and situations that predict the occurrence of the behavior

When the behavior is least likely to occur: Identification of events, times, and situations that predict the nonoccurrence of the behavior

An FBA includes (Cont.): Identifies the Antecedents, Consequences,

and Reinforcers that maintain the behavior Hypothesis statement: Possible functions

of the behavior Replacement behaviors: Possible positive

alternative behaviors Assessment tools: Includes a variety of

data collection methods and sources that facilitate the development of hypotheses and summary statements regarding behavioral patterns

Data Collection Tools

Interviews Parent and staff interviews

Conducted individually or through team process

Examples on website Student interview Frustration and stress survey Examples on website

Team Interview Framework Narrative Option

Visual Overview OptionFunctional Behavioral Assessment

Student: Age: School: Date: Completed by:

Strengths

Slow Triggers (setting, events)

Fast Triggers (antecedents)

Problem Behaviors (observable and measureable)

Perceived Function

Actual Consequence

When behavior most likely to occur:

When Behavior least likely to occur: Replacement Behaviors:

ABC’s of Behavior: FBA Terminology

A B CAntecedents Behavior Consequences

Setting

EventsImmediate

Slow Triggers

Fast Triggers

oror

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.

ReinforcementPunishment

Data Collection Tools (Cont.)

Direct Observations of Student Purpose:

Opportunity to objectively support (or deny) a relation between behavior and environmental events

provides pre-intervention information useful for determining the significance of the problem behavior and the effects of environmental, curricular, and replacement behavior manipulations.

Provide basis for hypotheses statements that will guide behavior support plan development.

File Review: Carefully review information for patterns and necessary information

Additional: Surveys and Checklists

FBA Process and Expectations

Team approach important Lead needed to coordinate assessment

and information gathered Data collection requires communication

and collaboration among team members -who collects what information can vary

Written product contains required information

Written Expectations for FBA’s

Supplementary FBA’s Notice of evaluation plan completed Use supplementary evaluation report

form in Campus

Integrated in a comprehensive evaluation

FBA’s Connection with Behavior Intervention Plans

The data that is gathered through a Functional Behavior Assessment forms the basis to develop Behavior Intervention Plans

The objective of any behavioral intervention must be the following:- pupils acquire appropriate behaviors and skills- skill acquisition focus rather than merely behavior reduction or elimination- designed to allow a student to benefit from an appropriate, individualized educational program