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LRBI Checklist Functional Behavior Assessment Preliminary Strategies Things to Do Define the problem behavior

Devise a plan to collect data Compare and analyze the data Formulate the hypothesis Develop and implement a behavior intervention plan Monitor the plan Functional Behavior Assessment functional behavior assessment is a compre hensive and individuali

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LRBI Checklist Functional Behavior Assessment Preliminary Strategies Things to Do Define the problem behavior

Presentation on theme: "LRBI Checklist Functional Behavior Assessment Preliminary Strategies Things to Do Define the problem behavior"— Presentation transcript:

       Preliminary Strategies1                                                                !                         Preliminary Strategies2                                                           !       "  #    $ %% RecordsQuestionnaires Programs        Preliminary Strategies3. . . is present when the problem occurs?. . . does the problem behavior occur? Environmental WHAT        Preliminary Strategies4 Using a variety of indirect methods like these areespecially important if theres more than onereason for the students noncompliant behavior.To know if youre on the right track, gatherinformation from as many sources and places aspossible, such as daily classes, counselors andteachers, and after-school activities.   Next use direct assessment to observe and record the problem eventsinterval recording systems, and antecedent-behavior-consequenceorA-B-C charts.To use an A-B-C form,start by writing thebasic information, suchas the students name,observers name, andso on. Then each timethe student behavesinappropriately,record the behavioroccur just before. These eventsare called antecedents. Also be sure torecord the consequencesor what happens rightafter the incident.Remember to record only those things yousee or hear, not your interpretation of theuntil a pattern emerges that shows arelationship between the students behaviorand his environment. Typically this re-quires 2 to 5 days, depending on how oftenthe behavior occurs and the frequency ofthe observation.The more data you collect, the moreaccurate the picture of the students day-to-day behavior and the events thatsurround it. FrequencyRecording        Preliminary Strategies5 To see the big picture, summarizethe data. A summarycould identify:Setting events.Antecedents ortriggering events.The target behavior.Consequences thatmaintain the behavior.Another summary couldsimply identify who, what,when, and where.Organizing your data inthese ways will help clarifyrelationships between the studentsbehavior and related events or factors.                                        WHAT Problem Behavior: FBA SUMMARYFBA SUMMARY                                                                                                                                Preliminary Strategies6 An effective BIP should teach problem-solvingskills the student can use on a regular basis. Italso allows an instructor to explore additionalstrategies NOT generally considered.Regardless of the behavior intervention plan that yourteam develops, be sure to regularly monitor the studentsprogress over time.This means:Collect data on student progress.Review and evaluate the behavior goals.Then determinewhether to continue or modify the BIP.Setting review dates ensures that this will happen.A FBA is not a one-shot process. You can do anFBA anytime you need useful information todesign effective interventions, because conductingan FBA is not only complying with federal law, its                              DataCollectDataCollectDataReview andEvaluateReview andEvaluateReview andEvaluateContinue orModifyContinue orModifyContinue orModify        Preliminary Strategies7(    ) (    ) (    ) (    ) (    ) (    ) (    )     *      *      *      *      *      *      *          Preliminary Strategies8        Preliminary Strategies9 #   #   #   #   #   #   #           Preliminary Strategies10