Functional Behavioral AssessmentsEDSP 306October 13, 2007Case Study•Why am I here?•How would you find out?AgendaGood Morning!8:00-8:10Assignments8:10-9:30Break9:30 to 9:45PBS & FBA9:45 to 11:30Lunch11:30 to 12:00Functional Behavioral Assessment12:00 to 1:45Break1:45 to 2:00Case Study Preparation3:00 to 4:00123Class AssignmentsSchool Assessment ProcessFirst “Virtual Class” Contract, Consent, Initial PlanningCase Study 1 - Last hour todaySchool Assessment ProcessStandard ProcessWhere does functional assessment occur?Where does parent involvement occur?Where does student involvement occur?How would more consistent involvement help?456Assessment Loop“Virtual Class” Discussion“Virtual Class” FormatThoughts?Suggestions?789Functional Behavioral AssessmentYour Experiences and ResourcesFBA Self-Assessment0123456789Knowledge Experience Usefulness732234132None Low Moderate HighPlease rate your level of knowledge, experience, and usefulness with conducting an FBA: FBA Show & Tell101112Your Experiences•Why was it done?•At what point was it conducted?•What types of assessment were included?•Who participated?•What aspects did you find helpful / unhelpful?•Did it help the student?PROJECTDATE CLIENTTODAY STUDENT AT YOUR SCHOOLFBA INITIAL PLANSFBA: Contract & ConsentAny concerns about the school contract?I’ll give you feedback re: consent form131415FBA Initial PlanningTell us about the student you want to work with for this FBA.What concerns do you have about student? What are your hypotheses as to what is going on for the student? Positive Behavior Supports:Functional Behavioral Assessments in ContextBy addressing functions, problem behaviors can be made:•Irrelevant – decrease the need to engage in behavior•Inefficient – provide a replacement behavior that serves the same purpose•Ineffective – do not allow student to get what he/she wants through problem behaviorBehavior Intervention Plan161718FunctionBehavior PlanAffective regulationSkill building, counselingFamilySocial worker, family counselingPhysicalMedical referralCommunicate needTeach appropriate communicationCurriculumHigh standards, student involvementModelingCooperative learningBIP Based on FunctionFBA DefinitionSystematic, data driven process to identify underlying functions of problem behaviors to develop more effective treatment plansAddressing common mythsThis is a really complicated process that isn’t readily usable.192021What? When?Why? The Behavior Trianglehttp://www.lcps.k12.nm.us/Departments/SPED/FBABIP.shtml•Problem behavior is a matter of control.•Punishment changes behavior.•Consequences are negative. •A student knows why he or she misbehaves.•The motivations forany behavior are to get, control, or avoid something. Uh, oh! Answers: The first four are myths. The last one is TRUE.Identify the MYTHSALL behavior—positive and negative—is the manifestation of some underlying need, such as to seek something pleasant, or to avoid something unpleasant.KEY POINTSHmm. Seek chocolate or avoid fat?#1222324The motives are the cause and the behavior is the result.Behavior is observable, but the motives behind it are not. To change the behavior (result), the cause must be identified and addressed. KEY POINTSI bought a treadmill. Why don’t I use it?#2Rather than attempting to control or suppress behavior, replace or modify the motivation for continuing the behavior or supply an alternate, acceptable behavior that meets the same need. KEY POINTSMaybe I should join that group that works out on Saturday mornings.#3Is data and information gathered from school records, interviews, classroom observations, and other sourcesMay reveal patterns of behavior or triggers that lead to inappropriate behavior Provides an understanding of what leads a student to act inappropriatelyAn FBA…252627To make a diagnosisFor determining if behavior problems are a manifestation of disabilityTo be used to develop new kinds of punishmentAn FBA is notAs a study and problem-solving processTo look beyond the behavior itself andidentify the function of the behaviorTo address behaviors that do not readily respond to intervention or classroom managementtechniques, impede learning, or are ongoingAs a foundation and/or baseline for the BIPWhy do an FBA?Who Does the FBA?– Educational Support Team (for students without disabilities)– IEP Team (for students with disabilities)282930Who participates?•Self-monitoring•Parent•Teacher•Special educator•External evaluator•Multiple observers for reliability1. Identify and operationally describe potential problem behaviors2. Determine whether the behavior warrants FBA3. Gather existing data on the behaviors 4. Analyze existing data, forming initial hypothesis about the function of the behavior5. Determine what additional data are needed to verify hypothesis 6. Gather additional data 7. Analyze data and revise hypothesis for function of behaviorFBA StepsIdentify and Describe Behavior FBA: Step 1313233Functional Behavioral Assessment: Part 1 (Description)Date: ___1/20/98____Page ____ of ____Student Name: _Case One-SLD___________________ ID: ____0001___________ DOB: _1/2/84 _____ Case Manager: _Ms. Jones_____________Data Sources:  Observation |  Student Interview |  Teacher Interview |  Parent Interview |  Rating Scales |  Normative TestingDescription of Behavior (No. __1_):Verbal disruption of the classroom including talking, teasing, and taunting peers.Setting(s) in which behavior occurs:Disruptive behavior typically occurs in all academic classrooms.Frequency:Daily, however, behavior is worse in afternoon.Intensity (Consequences of problem behavior on student, peers, instructional environment):Student disrupts all students in the room.Duration:All period long for several periods in a row.Describe Previous Interventions:Parent conferences, in-school suspension, student conference, and modification of curriculum.Educational impact:Not completing assignments, disrupting other peers, and showing no gain in academic areas.•Form groups of 3. •Complete form as if you are bringing to a team.•Fill out for 1 behavior for each team member.Describe the problem. Define it in concrete terms.Does it involve learning, behavior, both?“Mike doesn’t listen. He’s a dreamer. He often looks sleepy. He seldom finishes classwork, unless it is about a subject he likes. If Mike doesn’t want to do