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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.
    • 3. Behavior changeable.
    • 4. Human behavior occurs within an environmental context, not in a vacuum.
    • 5. 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
  • 6. 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
  • 7. Functions
    Pos Reinf
    Neg Reinf
  • 8. 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
  • 9. 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
  • 10. 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 EXAMPLEEXAMPLE
    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.
  • 11. 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
  • 12. 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?
  • 13. 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
  • 14. FBA Tools
    Direct Observation
    • Formal (recorded)
    • 15. Informal (anecdotal)
    Interviews, checklists, surveys
    • Brief, simple, practical
    • 16. Longer, more complex, use when necessary
    Archival records
    • Already exist
  • Tools for Gathering Information
    Recommend for Brief FBA/BIP:
    FBA-BIP Interview
    Student-Guided Functional Assessment Interview
    ABC Chart
  • 17. 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)
  • 18. 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.
  • 19. 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)