Conniechp5

  • 161 views
Uploaded on

 

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
161
On Slideshare
0
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
0
Comments
0
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. Functional Behavior Assessment Chp. 5- Steps 1-3 “ Not to rescue a person from an unhappy organization is to punish him, in that it leaves him in a state of punishment” Don Baer (1970)
  • 2. Guiding Principles
    • Behavior is predictable .
    • Behavior changeable .
    • Human behavior occurs within an environmental context , not in a vacuum.
    • Human behavior is learned and can be taught by manipulating aspects of the environmental context--Behavior is a function of the environment
    Source: Crone , D.A. & Horner, R.H., 2003
  • 3. A Context for Positive Behavior Support
    • A redesign of environments , not the redesign of individuals
    • Plan describes what we will do differently
    • Plan is based on identification of the behavioral function of problem behaviors and the lifestyle goals of an individual
  • 4. Functions Pos Reinf Neg Reinf
  • 5. Steps for Conducting a FA-BIP Process
    • Define the Challenge/Identify Goals.
    • Gather Information.
    • Generate a hypothesis statement.
    • Build a “Competing Behavior Pathway” to identify possible elements of a Behavior Intervention Plan.
    • Design & Evaluate a Behavioral Intervention Plan.
    • Plan for effective implementation of the Behavior Intervention Plan.
    • Monitor regularly and modify based on observed progress.
    Adapted from Crone, D.A. and Horner,R.H., 2003
  • 6. Identifying who needs an FBA/BIP
    • Academic/behavior data indicates challenge
    • High intensity or frequency behavior
    • Behavior impedes academic performance
    • Don’t understand behavior
    • Behavior seems to meet need or be reinforcing for student
    • Interventions have not been successful
    • USE DATA
    Source: Crone, D.A. & Horner, R.H., 2003
  • 7. Step 1: Define the Problem Behavior
    • What does the problem behavior look like?
    • Conduct interviews, review prior incidents & observations across the student’s routine/settings to define the problem behavior.
    • Observable, measurable, concrete language .
    • NON EXAMPLE EXAMPLE
    • poor impulse control high pitched screams
    • angry, hostile, resentful kicking over chairs
    • paying attention completes tasks
    • Estimate how often the problem behavior occurs & how intense the problem behavior is.
  • 8. STEP 2: Gathering Information
    • What sequence of events reliably predicts the problem behavior?
    • Maintaining Consequences :
      • What happens immediately after the problem behavior?
      • What is the child trying to GET or GET AWAY from?
      • Get social attention
      • Get objects/access to activities
      • Get sensory stimulation
      • Avoid aversive task/activity
      • Avoid aversive social contact
      • Avoid aversive sensory stimulation
  • 9. STEP 2: Gathering Information
    • What sequence of events reliably predicts the problem behavior?
    • Antecedent Events (Fast Triggers):
    • Analyze routines in the student’s day to identify…
    • Where, when, with whom the problem behavior occurs?
    • Where, when, with whom desirable behavior is more likely to occur?
    • What events, contexts, demands, tasks, people reliably trigger/precede the behavior?
  • 10. STEP 2: Gathering Information
    • What sequence of events reliably predicts the problem behavior?
    • Setting Events (Slow Triggers ) Events that happen before a request is made.
    • These events may predict a problem could occur?
    • Examples: problems on the bus
    • problems at home before school
    • setting is a nonpreferred subject/class
    • child has a problem at recess
  • 11. FBA Tools
    • Direct Observation
      • Formal (recorded)
      • Informal (anecdotal)
    • Interviews, checklists, surveys
      • Brief, simple, practical
      • Longer, more complex, use when necessary
    • Archival records
      • Already exist
  • 12. Tools for Gathering Information
    • Recommend for Brief FBA/BIP:
    • FBA-BIP Interview
    • Student-Guided Functional Assessment Interview
    • ABC Chart
  • 13. Tools for Complex FBA
    • Systematic and repeated behavioral observations
    • using ABC (antecedent- behavior- consequence)
    • Multiple setting assessment
    • Functional Behavioral Assessment Behavior Support Plan (F-BSP) (accessible from PBIS.org website)
  • 14. Step 3: Generate a Hypothesis Statement
    • A hypothesis statement is
    • a summary statement that describes the team’s best guess about the relationship between the problem behavior and the characteristics of the environment- the specific contexts and the specific function.
    • The goal of which is
    • to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior.
  • 15. Anatomy of an Hypothesis Statement
    • “ When ______________________________,
    • (summarize the antecedents here)
    • he/she will _______________________
    • (summarize the problem behavior here)
    • in order to _____________________________.”
    • (summarize the function here)