2 Agenda What is a FBA What is I nvolved in a FBA Functions of Behaviour The Plan Evidencebased Teaching Procedures Case Studies Questions 3 What is a Functional Behaviour Assessment ID: 784619
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Slide1
1
Functional Behaviour Assessment
Slide22
Agenda
What is a FBA?
What is
I
nvolved in a FBA?
Functions of Behaviour
The Plan
Evidence-based Teaching Procedures
Case Studies
Questions
Slide33
What is a Functional Behaviour Assessment?
A systematic process
for assessing the relationship between a behavior and the context in which that behavior
occurs.
A primary goal of FBA is to guide the development of effective positive
interventions
based on the
functions
of the
behaviour
.
Interventions
based on an FBA
should result
in
significant change in the individual’s behavior
and ability to function as a confident and happy person.
Slide4Group Discussion 1
Why do children develop challenging
behaviours?
Why
do children continue to engage in challenging behaviours when the behaviours don’t appear to be working for them
?
What
can
we do to help them so that they can be fully functioning happy individuals?
Slide55
Assessment
Review of records
Interviews
Direct observations
Collect baseline data
Slide66
Assessment
Antecedent Analysis
Consequence Analysis
Mediator Analysis
Ecological Analysis
Slide77
Setting Events
May occur hours, days, or weeks before the behaviour
Fatigue
Sickness
Divorce
Weather
Death in the family
Track behaviours and setting events in order to implement preventative strategies
Slide88
Developmental Assessment
Lagging skills
Communication
Frustration tolerance
Theory of Mind
Social skills
Cognitive/Academic abilities
Slide99
Analysis of the Problem
Behaviours
Identify target
behaviours
Clear description of target
behaviours
Average frequency and duration
Severity of
behaviour
History of the problem
Slide1010
Functions of
Behaviour
What is maintaining or reinforcing the
behaviour
?
Slide1111
Functions of Behaviour
Attention
Escape
Tangible
Automatic
Slide1212
Attention
B
ehaviours may occur to maintain or to gain attention from others
Unlikely to occur when the individual is alone
Reinforced by positive and negative attention
Response??
Slide1313
Escape
Behaviour may occur to avoid or escape a non-preferred task
Often occur after a request is given or when a non-preferred activity is about to begin
The behaviour will disappear when the demand is removed
Response??
Slide1414
Tangible
Behaviour may occur in order to gain access to a desired activity or item
May occur to maintain access to a desired item
Behaviour is likely to cease after the student is given access to the desired item
Response??
Slide1515
Automatic
Behaviour may occur to avoid or escape unpleasant stimulation
May occur in order to obtain sensory stimulation
These behaviours occur frequently and across multiple settings, people times, and may occur when the individual is alone
Automatic behaviours are typically the most difficult to extinguish
Response??
Slide1616
Components of the Plan
Referral Information
Background Information
Client description
Relevant family information
Residential/program/school placement
Health and medical information
Previous assessment information
Previous and current interventions and treatments
Slide1717
Components of the Plan
Direct Observations/Notes
Target
B
ehaviours
Baseline Data
Goals
Long-term Objectives
Slide1818
Components of the Plan
Proactive Strategies
Physical factors (crowding, noise, setting, etc.)
Interpersonal factors (peer/staff relationships, cultural, etc.)
Ecological strategies
Programming
Routine, structure, choice
Reinforcement systems
Instructional methods
Adaptations
Slide1919
Functionally Equivalent Skills
Skills that will help to facilitate
behavioural
change and teach the individual to meet his/her needs in an appropriate and effective manner.
Communication skills
Independence skills
Frustration tolerance
Social skills
Slide2020
Functionally Equivalent Skills
Behaviour
Function
Possible
Functionally Equivalent Skill
Student rips
assignment
Pushes
another student while waiting for the swings
Stereo
typical behaviours that are interfering with the student’s ability to learn
Eloping/bolting
Slide2121
Reactive Strategies
Least restrictive methods
Avoid aversive strategies when possible
Strategies that will reinforce
behaviours
in the least manner possible
Safety
Strategies that will preserve the individual’s dignity and respect
Slide2222
Analyzing and Monitoring Behaviours
ABCs
Take data/document incidents
Pre- and post-intervention data
Intermittent
V
arious
raters
Slide2323
Effective Teaching Procedures
PECS
Social Stories
Video Modeling
Reinforcement Systems
Discrete Trial Training
Social Skill and
P
lay Groups
Slide2424
Effective Teaching Procedures
Peer
-Mediated Intervention Procedures
(McConnell, 2002).
Arrange the environment to prompt and support social interaction
Schedule and activities that are predictable, preferred, and appropriate for social interaction
Ideal play and social interaction partners
Fade direct intervention and prompts
Monitor effectiveness of intervention
Slide2525
Fostering Independence
Visual Strategies
Reinforcement Systems
Token Economy
Prompt fading
Full physical
Partial physical
Verbal
Gestural
Slide2626
Case studies
Slide2727
Consistency
“He is consistently inconsistent”
“She is unpredictable”
“Working with him is exhausting”
“We are constantly trying to think of new tricks”
Slide2828
Extinguishing Behaviour
Behaviour is repeated when it is reinforced in some way
Treatment will be slower if the behaviour has been reinforced for a longer period of time
Slide2929
Questions