Functional Behavioral Assessment Mini-Module. Outcomes Define changes to Chapter 14 regarding...
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Transcript of Functional Behavioral Assessment Mini-Module. Outcomes Define changes to Chapter 14 regarding...
Functional Behavioral Assessment
Mini-Module
Outcomes
Define changes to Chapter 14 regarding Functional Assessment and Positive Behavior Support
Define Positive Behavior Support
Define 3 levels of functional assessment
Positive Behavior Support
Behavior support programs and plans must be based on a functional assessment of behavior and utilize positive behavior techniques.
When an intervention is needed to address problem behavior, the types of intervention chosen for a particular student or eligible young child must be the least intrusive necessary.
§14.133(a), §711.46(a)
Positive Behavior Support
The use of restraints is considered a measure of last resort, only to be used after other less restrictive measures, including de-escalation techniques.
NEW
§14.133(a), §711.46 (a)
Positive Behavior SupportPositive behavior support plans –
A plan for students with disabilities and eligible young children who require specific intervention to address behavior that interferes with learning. A positive support plan must:
Be developed by the IEP team, Be based on a functional behavior assessment, Becomes part of the individual eligible young child’s or
student’s IEP
NEW
§14.133(b), §711.46(b)
Positive Behavior Support
Positive behavior support plans
Such plans must include methods that utilize positive reinforcement and other positive techniques to shape a student’s or eligible young child’s behavior, ranging from the use of positive verbal statements as a reward for good behavior to specific tangible rewards
§14.133(b), §711.46(b)
Positive Behavior Support
School entities have the primary responsibility for ensuring that positive behavior support programs meet regulatory requirements, including the training of personnel for the use of specific
procedures, methods and techniques having a written policy and procedures on the use of
positive behavior support techniques and obtaining parental consent prior to the use of restraints or intrusive procedures
In accordance with their plans, agencies may convene a review, including the use of human rights committees, to oversee the use of restrictive or intrusive procedures or restraints.
§14.133(f), §711.46(f)
Positive Behavior Support
Subsequent to a referral to law enforcement, for students with disabilities who have positive behavior support plans, an updated functional behavior assessment and positive behavior support plan must be completed.
NEW
§14.133(h), §711.46(h)
The following methods may NOT be used… Corporal punishment Punishment for behavior that is caused by the student’s
disability Locked rooms, locked boxes, or other locked structures
or spaces from which the student cannot readily exit Noxious substances Deprivation of basic rights, such as withholding meals,
water, or fresh air Treatment of a demeaning manner Electric shock Suspension or removal s from classes for disciplinary
reasons that form a pattern.
§14.133(e 1-8)
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What is Positive Behavioral Support?
A new way of thinking about behavior
Broadens intervention from only one approach - reducing challenging behavior to…..
Encompasses multiple approaches: changing systems, altering environments, teaching skills, and appreciating (actively acknowledging) positive behavior
11
PBS Includes
A team process for goal setting Functional Behavioral Assessment Behavior intervention plan design,
implementation, and evaluation
This means that everyone is prepared to interact with the child in the same way.
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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
Develop Positive Behavior Support
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
13
FBA is a process for gathering informationto understand the function (purpose) of
behavior in order to write an effectivepositive behavior support plan.
Functional Behavior Assessment (FBA)
14
Assumptions Underlying FBA
Behavior is learned and serves a specific purpose.To getTo avoid
Behavior is related to the context within which it occurs
15
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?
16
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?
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Summary Statement
1. When this occurs…(describe circumstances/antecedents)
2. the child does…(describe target behavior)
3. to get/to avoid…(describe consequences)
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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
Develop Positive Behavior Support
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
19Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/08 http://www.pbis.org/files/1107gsbrieffba.ppt
FBA
LEVE
LS
A-B-C dataStructured, Planned
Observation
3. Direct Observation
ChecklistFunctional Assessment
InterviewInitial Line of Inquiry
2. Indirect
Archival ReviewProblem Solving Meeting
1.Informal
20
Informal
Archival Review Office Discipline Referrals
Problem Solving Meeting
21
Mark Banks
WWW.swis.org
22WWW.swis.org
23
Math Class
WWW.swis.org
24WWW.swis.org
25WWW.swis.org
26WWW.swis.org
27
Mark
As a result of a brief problem solving meeting based of 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
28
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
Develop Positive Behavior Support
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
29Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/08 http://www.pbis.org/files/1107gsbrieffba.ppt;
1.Informal Archival ReviewProblem Solving Meeting
2. Indirect ChecklistFunctional Assessment InterviewInitial Line of Inquiry
3. Direct Observation
A-B-C dataStructured, Planned Observation
FBA
LEVE
LS
30% Reliability in identifying function
60-80% reliable
http://www.behaviordoctor.org/
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Functional Assessment Tools
Functional Assessment Team Forms Functional Assessment Interview
Forms Functional Assessment Behavioral
Pathways Functional Assessment Observation
Tools
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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
Develop Positive Behavior Support
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
32Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/08 http://www.pbis.org/files/1107gsbrieffba.ppt
1.Informal Archival ReviewProblem Solving Meeting
2. Indirect ChecklistFunctional Assessment InterviewInitial Line of Inquiry
3. Direct Observation
A-B-C dataStructured, Planned Observation
FBA
LEVE
LS
33
Positive Behavior Support
Functional Assessment
Behavior Support Plan
On going assessment and monitoring
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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
http://www.behaviordoctor.org/
35
Positive Behavior Support Plan
EducativeTeaching replacement skillsAllowing students to meet objectives
in more effective, efficient, and appropriate ways (e.g., communication alternatives)
Examples: Communication Alternatives
http://www.behaviordoctor.org/
36
Positive Behavior Support Plan
EffectiveManaging consequences to
reinforce desired behaviors and replacement skills
Withholding reinforcement following target behavior
Examples: Praise, Access to reward, verbal redirect, loss of privilege
http://www.behaviordoctor.org/
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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
http://www.behaviordoctor.org/
38
Behavior Strategies WorksheetStudent Name: _______________________________ Date:___________
Trigger/AntecedentProblemBehavior
MaintainingConsequence
Antecedent Strategies New SkillsConsequence
Strategies