Functional Behavior Assessments - PowerPoint Presentation

Slide1

Functional Behavior Assessments Slide2

Agenda

Concepts of FBAs

Techniques for FBAs

Using them at your schools

Linking FBAs to Behavior Intervention PlansSlide3

Overview of FBAs and Intervention

Adult Tasks:

Identify function of behavior

Prevent need for behavior

Teach a replacement behavior that meets need

Reinforce new behavior

Stop reinforcement of old behavior

Help problem solve issues as ariseSlide4

FBA Concept

Behavior happens for a reason

Often to gain or avoid somethingSlide5

Gain and Avoidance; ExpandedSlide6

The ABCs of Behavior

Antecedent

What happens prior to an event, a trigger

Behavior

A concrete description of action

Consequence

What happens after an event, a resultSlide7

The D.I.E. Model

Description

Only observed facts

Interpretation

What we think about it

Evaluation

How we feel about it, positive and negativeSlide8

Two different FBAs

“LESS FORMAL”

“FORMAL”

Quick

General Ed

Problem solving

Part

of child study team

Develop and review

data

80% of info in 20% of time

Team makes a best guess

Leads to intervention

30 School days

Special Education

Problem solving

Part of Sp. Ed assessment

Develop and review data

Lot of info, more in depth

Team develops hypothesis

Leads to BIPSlide9

FBAs and Permission

LESS FORMAL

FORMAL

Anytime we are doing something outside of what is typically done with all students – best practice to inform parents/care givers and develop partnership

Assessment Planning

Mgt

Prior written notice

Parent Permission

30 school days to complete

Notice of a Team

Mtg

Evaluation Results

MtgSlide10

When to use “Less Formal” FBAs

High frequency, low severity behaviors

Have received interventions that did not work

Showing up in 1-2 school routines or settings

Problem solving team prior to evaluation

If dangerous or complex behaviors exhibited, contact a behavior specialist in your school district who is trained to conduct FBAs for students with more challenging behaviorsSlide11

When to use a “formal” FBA

As part of an evaluation to determine eligibility for special services

Baseline for Behavior Intervention Plan (BIP)

In response to severe behavior situations

As due process to suspension and placement

As required in relation to manifestation determinationsSlide12

MDE Expectations/requirements

A description of problem behaviors and the identification of events, times, and situations that predict the occurrence and nonoccurrence of the behavior

The antecedents, consequences, and reinforcers that maintain the behavior, the possible functions of the behavior, and possible positive alternative behaviors

A variety of data collection methods and sources that facilitate the development of hypotheses and summary statements regarding behavioral patternsSlide13

Applicable Citations:

34.C.F.R. § 300.530 FBAs & Disciplinary Removal

34.C.F.R. § 300.320 Initial Evaluations

34.C.F.R. § 300. 321 Re-evaluations

Minn. R. 3525.0210, subp. 22 Definitions

Minn. Stat. § 125A.08 School District Obligations

Minn. R. 3525.2900 Transition and Behavioral Intervention PlanningSlide14

Sped Forms FBA

A functional behavior assessment was completed utilizing a variety of strategies including observations, interviews and a review of records. Slide15

FBA - Sped

Forms

Target behaviors; frequency, severity, duration


Events, times and situations that predict the occurrence and nonoccurrence of the target behaviors

Antecedents, consequences and other reinforcers that maintain the target behavior

Apparent functions of the target behaviors and possible appropriate replacement behaviors

Team has considered other treatable causes for the target behaviors, including mental or physical health condition

Positive behavioral interventions and supports and other strategies used in the past and the effectiveness of eachSlide16

Sped Forms

- continued

Changes in the environment in which the target behaviors occur that may reduce the frequency of the behaviors

Summary statements and hypotheses about the purposes of the target behaviors that will assist in the development of the child's behavioral intervention plan

Any other evaluation data that may assist in the development of an appropriate behavior intervention plan for the child

An evaluation of proposed regulated interventions and contraindication of any regulated interventionsSlide17

Conversations about behavior

When we are trying to determine a function of behavior, we are going to talk to others

Might need to explain behavior as functional

Ask about what happened before and after

Ask follow up questions for more info

Ask if ok to stop in and watch

Ask if they will record

Check back again

Thank themSlide18

A Version of the 5 Ws

Why???

Who

What

Where

When

How often

Who else involvedSlide19

Measuring Behavior

Frequency

Duration

Intensity

Latency

NormsSlide20

Review student data

Grades

Behavior

Attendance

Achievement

Motivation on referrals

Look for changes and patterns

Who else is around and involved

Look by location, time of day, day of week…

Try to identify a sequence of events, then check it out with team, parents, and studentSlide21

Record Review

Multiple sources and records

Student file review

Student info on computer

Past assessments and interventions

Health records and what is with Sch Nurse

Start piecing together a timeline

Past years and past months

Look for changes in grades, behavior, attendance

Identify strengths and things for interviewsSlide22

Interviews

Multiple people

Appreciate and connect

Common ideas of “behavior”

Ask about strengths and success

Use open and close ended questions

Use follow up and clarifying questions

May be defensive; “function” & “success”

Create an interview tool from report template

Gain okay to check back for a quick follow-up

Agree best time, place, and how long to meetSlide23

Observations

Share the purpose; function and intervention

Ask and agree ahead of time with teacher

Day, time, where to sit, not intro to class, leave

Decide if going in with blank slate or not

Look for ABCs of behavior

Remember measuring behavior

Student, staff, and peers

Put in context of what others are doing in class

Consider mapping location of key parts or room

Send a thank you, share summary and next stepsSlide24

Hypothesis

Best guess; function of behavior

Based on all information we gained

We all have our own lens we look through

Difference between functional and intentional

Okay to look at other models & lists of functions

Wisconsin Department of Education

Blueprints for Success; 68 pages

http://sped.dpi.wi.gov/sped_ebdbluepri

Adult Attention, Escape/Avoidance, Power/Control, Peer Affiliation, & Justice/RevengeSlide25

FBA

Concept- review

FBAs are for understand behavior

BIPs are for teaching and changing behaviorSlide26

Behavior Supports and Intervention

Adult Tasks:

Identify function of behavior

Prevent need for behavior

Teach a replacement behavior that meets need

Reinforce new behavior

Stop reinforcement of old behavior

Help problem solve issues as ariseSlide27

Linking FBAs and BIPs

Closer formats line up, easier to use

Use or create forms that mirror each other

Sped Forms has available documents

Positive Behavior Support Plan

Continue to make improvements

Try to make BIPs work for all who use them

One page or many?

Important information

Available to subs and paras

Connected to school wide expectationsSlide28

Sped Forms Positive Behavior Support Plan

Need for the Positive Behavior Support Plan

Student Strengths

Hypothesis Statement

Antecedent & Setting Event StrategiesSlide29

Sped Forms

PBSP

Alternative/Replacement Skills:

Identified

Taught

Practiced

ReinforcedSlide30

Sped Forms

Plan-Positive

Behavior Support

Consequence Interventions

Lifestyle Interventions

Crisis Intervention Plan

Parent Signature DateSlide31

Wisconsin Department of Education

Blueprints for

Success – Wisconsin DPI

68 packed pages of good info