Functional Behavior Assessment Chp. 5- Steps 1-3  “ Not to rescue a person from an unhappy organization is to punish him, ...
Guiding Principles <ul><li>Behavior is  predictable .  </li></ul><ul><li>Behavior  changeable . </li></ul><ul><li>Human be...
A Context for  Positive Behavior Support <ul><li>A  redesign of environments , not the redesign of individuals </li></ul><...
Functions Pos Reinf Neg Reinf
Steps for Conducting a FA-BIP Process  <ul><li>Define the Challenge/Identify Goals. </li></ul><ul><li>Gather Information. ...
Identifying who needs an FBA/BIP <ul><li>Academic/behavior data indicates challenge </li></ul><ul><li>High intensity or fr...
Step 1: Define the Problem Behavior <ul><li>What does the problem behavior look like? </li></ul><ul><li>Conduct interviews...
STEP 2: Gathering Information <ul><li>What sequence of events reliably predicts the problem behavior? </li></ul><ul><li>Ma...
STEP 2: Gathering Information <ul><li>What sequence of events reliably predicts the problem behavior? </li></ul><ul><li>An...
STEP 2: Gathering Information <ul><li>What sequence of events reliably predicts the problem behavior? </li></ul><ul><li>Se...
FBA Tools <ul><li>Direct Observation </li></ul><ul><ul><li>Formal (recorded) </li></ul></ul><ul><ul><li>Informal (anecdota...
Tools for  Gathering Information <ul><li>Recommend for Brief FBA/BIP: </li></ul><ul><li>FBA-BIP Interview </li></ul><ul><l...
Tools for Complex FBA <ul><li>Systematic and repeated behavioral observations </li></ul><ul><li>using ABC (antecedent- beh...
Step 3: Generate a Hypothesis Statement <ul><li>A hypothesis statement is  </li></ul><ul><li>a summary statement that desc...
Anatomy of an Hypothesis Statement <ul><li>“ When ______________________________,  </li></ul><ul><li>(summarize the antece...
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Conniechp5

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Conniechp5

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

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