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Conniechp5

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  • 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)

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