Functional Behavioral Assessment

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)


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 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 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)


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)


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

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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


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

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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)

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Assumptions Underlying FBA

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

Behavior is related to the context within which it occurs

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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?

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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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Start


YES

NO

NO

High Confidence in

Hypothesis



Plan


Plan


YES



19Horner, 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

A-B-C dataStructured, Planned

Observation

3. Direct Observation

ChecklistFunctional Assessment

InterviewInitial Line of Inquiry

2. Indirect

Archival ReviewProblem Solving Meeting

1.Informal

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Informal

Archival Review Office Discipline Referrals

Problem Solving Meeting

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Mark Banks

WWW.swis.org

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WWW.swis.org

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Math Class

WWW.swis.org

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WWW.swis.org

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WWW.swis.org

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WWW.swis.org

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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

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Start


YES

NO

NO

High Confidence in

Hypothesis



Plan


Plan


YES



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


A-B-C dataStructured, Planned Observation

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

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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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Start


YES

NO

NO

High Confidence in

Hypothesis



Plan


Plan


YES



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


A-B-C dataStructured, Planned Observation

FB

A L

EV

EL

S

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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


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EducativeTeaching replacement skillsAllowing students to meet objectives

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

Examples: Communication Alternatives


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EffectiveManaging consequences to

reinforce desired behaviors and replacement skills

Withholding reinforcement following target behavior

Examples: Praise, Access to reward, verbal redirect, loss of privilege


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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


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Behavior Strategies Worksheet

Student Name: _______________________________ Date:___________

Trigger/AntecedentProblemBehavior

MaintainingConsequence

Antecedent Strategies New SkillsConsequence

Strategies

Functional Behavioral Assessment

Documents

Transcript of Functional Behavioral Assessment