Functional Behavioral Assessments
Upcoming SlideShare
Loading in...5

Functional Behavioral Assessments






Total Views
Views on SlideShare
Embed Views



1 Embed 1 1


Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment

Functional Behavioral Assessments Functional Behavioral Assessments Presentation Transcript

  • Functional Behavioral Assessments Creating Opportunities for Student Success Earl E. Walker, Jr., Ed.D.
  • Introduction
    • Formal assessment of the purpose of “challenging” behavior(s)
    • A process of searching for, identifying, and examining patterns in the behavioral process (ABCs)
    • Assumption: Behavior must be serving a purpose
  • Common Functions Served by Inappropriate Behaviors
    • Motivation (Intensity and Direction)
      • Gain attention from teachers/peers
      • Obtaining a desired object/event
      • Avoid being controlled
      • Avoid unpleasant task(s)
      • Gain/exert power
      • Get even
      • Compensate for feeling inadequate
      • Gain acceptance and a sense of belonging
      • Communication
  • Functions of Behavior in Terms of Motivation
    • High
    • I Student C Student A
    • n
    • t
    • e
    • n
    • s
    • i
    • t Student B
    • y
    • Low
    • Away Direction Toward
  • The Function of an FBA
    • Federal Regulations
      • IDEA/504
        • FAPE
        • LRE
    • School Accountability
    • Increase opportunity for student success
  • Agenda
    • When should an FBA be conducted?
    • Who should conduct an FBA?
    • How is an FBA conducted?
  • When Should an FBA be Conducted?
    • Displays chronic inappropriate behavior
    • Behavior interferes with school success
    • To support projectives for 766 evaluations
    • Immediately after 10 th day of suspension
  • Who conducts an FBA?
    • School Clinicians
      • With the support and participation of the “entire IEP Team”
        • Parents
        • Teachers
        • School support personnel
        • Outside clinicians and support personnel
  • Conducting an FBA
    • Identify and define the target behavior(s)
    • Identify events associated with the problem behavior (context)
    • Collect data
    • Develop hypothesis
    • Develop intervention plan
    • Reassess behavior
    • Revise plan as needed
  • Behaviors in Context
    • Environment
    • Antecedents/Triggers
    • Consequences
    • Social, physiological, affective, cognitive, systemic, biological factors
  • Collecting Data/Methods of Assessment
    • Indirect
      • Review of files, conduct of interviews, administer questionnaires/checklists
    • Direct
      • Observation and recording
        • ABC approach
        • Time, Interval, Event, Situation sampling methods
  • Hypothesis Formation
    • Data analysis
      • Team/School Clinician
    • Identify patterns
    • Hypothesis Statement: predict conditions under which the targeted behavior(s) are most likely to occur (antecedents) and the reinforcing factor (consequence).
  • Sample Hypothesis Statement
    • When Robert is having trouble with a reading assignment in a large group setting (n= ), he will begin to shout profanities and sometimes throw things to avoid completing the assignment. This pattern of behavior is less likely in a small group setting or when receiving one on one assistance. However, this pattern is more likely when Robert receives little or no assistance on assignments during the day.
  • Behavioral Intervention Plans
    • Hypothesis testing
    • Allow informed pro-active responses to inappropriate behaviors
    • Reduces the need for reactive procedures
        • Suspension
        • Expulsion
        • Detention
  • Developing a BIP from an FBA
    • Alter antecedents
    • Alter consequences
    • Teach replacement behaviors that serve the same function as the inappropriate behavior
    • Modify curriculum
    • Modify teaching methods/strategies
    • Modify environment
  • Developing a BIP from an FBA
    • Identify skill deficits
      • Select and teach appropriate replacement behavior
    • Identify performance deficits
      • Create value
      • Provide incentives (extrinsic and pairing)
    • Modify learning environment
      • Peers, families, teachers, paras, other school personnel
  • Evaluating the BIP
    • Continuous on two levels
      • Implementation
      • Effectiveness