Functional Behavioral Assessment Founded in the Behavioral Sciences ABA An EvidenceBased Practice NPDC NAC Required by IDEA 2004 for Students with IEPs 34 CFR 300530 when Proactively ID: 772495
Download Presentation The PPT/PDF document "Functional Behavioral Assessment" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Functional Behavioral Assessment Founded in the Behavioral Sciences (ABA) An Evidence-Based Practice (NPDC, NAC) Required by IDEA (2004) for Students with IEPs (34 CFR § 300.530) when Proactively appropriate Behavior impedes learning of self or others Violation of code of conduct and behavior is a manifestation of disability Disciplinary change of placement exceeds 10 days
A FBA is an Evaluation Must follow the same regulations as other evaluations (§§300.301 – 300.305) Written Parental Consent – (§300.300) Procedural Safeguards (§300.504)Prior Written Notice (§300.503)Time lines – (R 340.1721b) Is subject to an IEE per parent request
Functional Behavioral Assessment INTENSIVE Meeting Mechanics COMPREHENSIVE FBA (B) Functional Behavioral Analysis : --Hypothesis Testing --Changing Individual Variables --Variable Limited Environments TARGETEDPRACTICAL FBAMeeting MechanicsUsing Function to Develop Interventions UNIVERSAL Think in ABC / FBA to solve immediate problems Universal Supports w/ Fidelity Meeting Mechanics: Frontloading
Practical vs. Comprehensive FBA Practical FBA Comprehensive FBA Practical FBA Comprehensive FBA Utilized by School Staff Conducted by individuals trained in behavioral science (e.g. school psych, behavior specialists) For students with mild to moderate target behaviors Used for students with moderate to severe target behaviors Behaviors occur in few environments Behaviors occur in a variety of settings Behaviors are not dangerous Behaviors are dangerous or intensive Does not include Functional Behavioral Analysis May include Functional Behavioral Analysis
Goals of FBA Establish a baseline of operationally defined target b ehavior(s)Identify Antecedent Variables that predict the occurrence and non-occurrence of target b ehavior(s) Identify variables that maintain target behavior(s) (Consequence Variables) Identify Potential Function(s) Develop a Hypothesis (summary statement)BEHAVIOR PLAN
FBA Timeline
FBA using DASH D escribe Behavior PrioritizeOperational DefinitionBaseline DataAsk OthersINDIRECT METHOD—Interviews / SurveysSee the BehaviorDIRECT METHOD– Observation – Scatterplot / ABC H ypothesis MiBLSi , 2013
Data Collection / FBA Tools Purpose of Forms / TOOLS: GATHER & Organize Data / information Prompt to cover all basis
DASH STEPS D escribe Behavior PrioritizeOperational DefinitionBaseline DataAsk OthersINDIRECT METHOD—Interviews / SurveysSee the BehaviorDIRECT METHOD– Observation – Scatterplot / ABC Hypothesis MiBLSi , 2013
PRIORITIZE Is it REALLY a Problem?Is it worth spending time / resources to address?In Comparison to PeersFrequency?Duration?Intensity?
Prioritizing Behaviors for Students with ASD Does the behavior interfere with opportunities in integrated environments? Does the behavior interfere with: Engagement? Independence ? Socialization / Communication ? Does the behavior interfere with progress toward IEP GOALS (impedes learning)?
Operational Definition Observable Measurable 2 People Agree
Baseline Data—The What and Why What ABOUT the behavior, makes it a problem? Frequency (count or interval recording) Duration (amount of time)Intensity (likert scale)
DASH STEPS Describe Behavior Prioritize Operational DefinitionBaseline DataAsk OthersINDIRECT METHOD—Interviews / SurveysSee the BehaviorDIRECT METHOD– Observation – Scatterplot / ABC Hypothesis MiBLSi , 2013
FBA Indirect Assessment Tools QABF: Questions About Behavioral Function FACTS: Functional Assessment Checklist for Teachers and Staff FAST: Functional Analysis / Assessment Screening ToolMAS: Motivation Assessment ScaleATS Functional Interview
DASH STEPS Describe Behavior Prioritize Operational DefinitionBaseline DataAsk OthersINDIRECT METHOD—Interviews / SurveysSee the BehaviorDIRECT METHOD– Observation – Scatterplot / ABC Hypothesis MiBLSi , 2013
Logistics of DIRECT Data Collection Where (locations) will you collect data?When (times) will you collect it?Who will collect it?For how long will we collect it before we summarize it and develop / complete a PBIS plan?
Getting Information About Variables Scatterplot: Potential Variables / Function? Student: Jason TARGET BEHAVIOR: Observer: Stichter When asked to work will refuse to begin to work and repeat concerns about ability to do work correctly. Dates: 4-25-99 – 5-5-00 DATES Time Activity M T W T F M T W T F 8:00 – 8:30 Opening X O O O O X O O O O 8:30 – 9:15 Language arts X X X O O X O X X O9:15 – 10:00 P.E. O O O O O O O O O O10:00 – 10:15 Snack O O O O O O O O O O 10:15-10:40 Clean-up / Free Time O X O O O X O O X X 10:40-11:20 Math X O O O O X O O O O 11:20-12:00 Music X O O X O X O X O O 12:00-12:30 Lunch O O O O O O O O O O12:30-1:15 Independent seatwork/reading group X X X O X X X O X X1:15-1:45 Life Skills X O O O O X O O O O1:45-2:15 Science / Social Studies X O X X X X X O X O2:15-2:45 Prepare for home and bus X O O O O X O O O OO Behavior did not occur X Behavior occurred / Did not observe
ABC Data Collection Antecedent Behavior Consequence What happens BEFORE When Ø / Where Ø / With Whom Ø /Under What Conditions Ø What happensDURINGWhat happensAFTER Cues to Function
The ABC Paradigm
Understanding BEHAVIOR using the ABC Paradigm Antecedent Behavior Consequence REINFORCEMENT PUNISHMENT CONDITIONS BEFORE No Big Stick or Sr Requires you to WAIT for behavior
Types of Sr and Punishment Reinforcement Punishment Positive = Give POSITIVE Sr POSITIVE Punishment Negative = Remove NEGATIVE Sr(ESCAPE) NEGATIVEPunishment
Functional Behavioral Assessment: What are the VARIABLES Associated with the Behavior? Foundation for a PBIS Plan Where (locations) / Where Ø When (time) / When Ø Who (peers / adults) / Ø Demands / Expectations Environmental Arrangement Instruction / CurriculumAntecedentBehaviorConsequence CONDITIONS BEFORE Addressing Student Problem Behavior-Part II; Conducting a Functional Behavioral Assessment (1998); Center for Effective Collaboration and Practice Structured vs. Unstructured Level of Support Daily Schedule / Transitions Adult Attitudes Sensory (ex. Noise Level; Lights ) OTHERS?
Functional Behavioral Assessment: What are the VARIABLES Associated with the Behavior? Foundation for a PBIS Plan PATTERNS of Conditions AFTER Conditions that MAINTAIN behaviorPositive ReinforcementNegative Reinforcement CUES to Function Antecedent Behavior Consequence CONDITIONS AFTER Addressing Student Problem Behavior-Part II; Conducting a Functional Behavioral Assessment (1998); Center for Effective Collaboration and Practice
Functions of Behavior GET Something (Positive Reinforcement) AVOID Something (Negative Reinforcement) INTERNAL Relaxation Self-Stimulation Justice/Fairness Sensory Input Enjoyment EXTERNAL AttentionChoice Objects/$ Praise Preferred Activities INTERNAL Failure Embarrassment Boredom Anxiety EXTERNAL Task Sensory Input Peers/Teacher Homework Chores Adapted in part from Addressing Student Problem Behavior—Part III: Creating Positive Behavioral Intervention Plans and Supports (Center for Effective Collaboration and Practice, 2000)
Determining Function Ask: If non-contingent access / avoidance, will the behavior stop?
Avoid Assumptions / Attributions Manipulative Defiant / Non-compliantStubbornLazyArgumentativeHas Sensory IssuesDisrespectful Attention-Getting Own Worst Enemy Not Motivated Uncooperative Selfish“He can do it if he WANTS to”Fundamental Attribution Error
You See You Assume More LikelyDisorganization Doesn’t ask for help Wanders Laziness Non-compliance Lack of motivation Lack of understandingTheory of mind deficitFilling down timeResistance to changeEngages in repetitive activitiesPerfectionismStubbornnessNon-complianceOCDKeep world predictableReduce anxietyFollow expectations Literal interpretationConstant repetitive questionsAttempt to annoySarcasticNot understandingNeeds verification
Example ABC Chart: Potential Variables / Function? Antecedent Behavior Consequence Lang Arts When asked to work on independent work. Jason sits & initially does nothing, and then begins to verbal perseverate over why it won’t be right. Teacher comes over and talks/reasons with him and he gets started doing his work. Science Class working on independent assignments, teacher busy with a peer. Jason mumbles “I can’t do this, it’s all wrong.” Teacher sees him not working, tells him to begin, and stands next to him telling him it’s not wrong up until he begins. (<5 mins.) Spec. Ed. When given multiple worksheets Jason sits quietly at desk looking around the room and eventually begins to verbally perseverate over his ability to do the work correctly. Begins work shortly after the teacher sits at table with him. Math When given independent work, teacher immediately goes to Jason for support / assistance. Jason immediately gets to work on his math assignment. Teacher monitors the class and periodically (every 8-10 minutes) checks on Jason to see if he needs help.
DASH STEPS Describe Behavior Prioritize Operational DefinitionBaseline DataAsk OthersINDIRECT METHOD—Interviews / SurveysSee the BehaviorDIRECT METHOD– Observation – Scatterplot / ABC Hypothesis MiBLSi , 2013
Hypothesis / Summary Statement Antecedent Behavior Consequence Under these conditions, When Ø / Where Ø / With Whom Ø /Under What Conditions Ø The student does this,Observable / Measurable (VERBS)In order to get / avoid whatFUNCTIONS
Example Summary of Variables Data Analysis / Hypothesis Statement Antecedent Behavior Consequence Under these CONDITIONS --When asked to work on independent work or when given multiple worksheets --and adult support is irregular or not provided Student does WHAT --sits & does nothing --or begins to verbally perseverate over why it won’t be right And then THIS HAPPENS: (FUNCTION—Get / Avoid) --Adult support is provided --Anxiety is reduced
FBA & BIP Development Summary Statement Foundation for PBIS Plan