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Fba Powerpoint For Inservice Print Copy For Participants


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THis includes the hard copy sections that can be printed f an inservice.

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Fba Powerpoint For Inservice Print Copy For Participants

  1. 1. Slide 1 ___________________________________ ___________________________________ What is a ___________________________________ Functional Functional Behavioral Behavioral ___________________________________ Assessment ? Assessment ___________________________________ ___________________________________ ___________________________________ Slide 2 ___________________________________ Outcomes • By the end of this presentation ___________________________________ participants will have: – Defined the basic principles of a ___________________________________ Functional Behavioral Assessment, – Engaged in hands-on practice with two FBA tools, and ___________________________________ – Applied all presentation concepts to a case study ___________________________________ ___________________________________ ___________________________________ Slide 3 ___________________________________ “Have you ever seen….” • “Fred, you skipped 7 class periods in the past 3 days and have not gone to your ___________________________________ detentions so we’re going to give you 3 days of in-school suspension.” ___________________________________ • “Joan, I’m taking your book away because you obviously aren’t ready to learn.” • “You want my attention?! I’ll show you ___________________________________ attention,…let’s take a walk down to the office & have a little chat with the Principal.” ___________________________________ Functional Approach? ___________________________________ ___________________________________
  2. 2. Slide 4 FUNCTIONAL BEHAVIOR ___________________________________ ASSESSMENTS • “Children are not born bad or with bad behavior, they learn it!” ___________________________________ • We know that students who exhibit unacceptable and/or inappropriate behavior have learned this behavior from someone and/or somewhere, and display the behavior for a specific reason. ___________________________________ • Our task as educators is to figure out why they are displaying the behavior and how we can assist the student in changing the inappropriate behavior to more acceptable and appropriate behavior. ___________________________________ • A Functional Behavior Assessment is a strategic tool that we utilize in order to assess the possible causes of the behavior, and to assist us in deriving strategies to correct and/or eliminate the inappropriate behavior. ___________________________________ ___________________________________ ___________________________________ Slide 5 ___________________________________ What is FBA? ___________________________________ • Problem-solving process for addressing student problem behavior ___________________________________ • Varied techniques & strategies to identify the purposes (function) of specific behavior ___________________________________ • Used to help problem solving teams select interventions to address the problem behavior ___________________________________ ___________________________________ ___________________________________ Slide 6 What is FBA? ___________________________________ A systematic process for developing statements about ___________________________________ factors that ___________________________________ – contribute to occurrence & maintenance of problem behavior, & ___________________________________ – more importantly, serve as basis for developing proactive & comprehensive behavior support plans. ___________________________________ ___________________________________ ___________________________________
  3. 3. Slide 7 ___________________________________ Why FBA? • Looks beyond the behavior and its overt topography to focus on identifying biological, ___________________________________ social, affective, and environmental factors that initiate, sustain, or end the behavior in question. • Identifying underlying cause(s) of a student’s ___________________________________ behavior, or “what a student gets or avoids” can provide valuable diagnostic information that is essential in developing proactive interventions and instructional strategies. ___________________________________ • Although student's behaviors may look alike and/or sound alike, the causes or functions are very different. ___________________________________ ___________________________________ ___________________________________ Slide 8 ___________________________________ WHO CONDUCTS FUNCTIONAL BEHAVIOR ASSESSMENTS? ___________________________________ – A Functional Behavior Assessment is a total team effort from any and everybody involved in the life of a student, ranging from parents to teachers to counselors to paraprofessionals. ___________________________________ – In conducting the FBA and developing a Behavior Intervention Plan (BIP), education personnel should draw upon a range of communication and ___________________________________ interpersonal skills. As with other collaborative efforts, building level administrative and collegial support is essential to a successful outcome. ___________________________________ ___________________________________ ___________________________________ Slide 9 ___________________________________ Who Conducts Functional Behavioral Assessments? ___________________________________ ___________________________________ • The SST is responsible for conducting the FBA for students for whom the school has behavioral ___________________________________ concerns. ___________________________________ ___________________________________ ___________________________________
  4. 4. Slide 10 ___________________________________ Conducting FBA • Amendments to IDEA advise a functional ___________________________________ behavioral assessment approach (which could determine specific contributors to behavior), NOT a specific technique or ___________________________________ strategy to use when assessing that behavior. ___________________________________ • There are a variety of techniques available to conduct a functional behavioral assessment. ___________________________________ ___________________________________ ___________________________________ Slide 11 ___________________________________ Problem Topography ___________________________________ • Focusing only on the topography will usually yield little information about effective interventions ___________________________________ • Identifying the underlying cause(s) of a student’s behavior or, more specifically, what the student "gets" or "avoids" ___________________________________ through the behavior, can provide diagnostic information necessary to develop proactive instructional ___________________________________ strategies ___________________________________ ___________________________________ Slide 12 What is the function using the Chart about When Sequoia misses her 12:30 medication & teachers present multiple task demands, she Teenage Behaviors?___________________ makes negative self-statements & writes profane language on her assignments. Teaching staff typically send her to the office with a discipline ___________________________________ referral for being disrespectful. ___________________________________ What function? Setting event Antecedent Response Consequence Misses 12:30 Teachers Sequoia makes Teacher sends ___________________________________ medication make negative self- Sequoia to multiple statements & office for being task demands writes profane disrespectful language ___________________________________ ___________________________________
  5. 5. Slide 13 What is the function using the Chart about Caesar has dyed his hair three colors & is teased several times by his friends before class. Teenage Behaviors?___________________ When he enters the class, his teacher stares at his hair. Caesar immediately says “what are you staring at?” His teacher immediately sends ___________________________________ him to in-school detention. ___________________________________ What function? Setting event Antecedent Response Consequence Caesar is teased several His teacher Caesar asks His teacher ___________________________________ times about his stares at his his teacher sends him to hair by his hair in class what she’s in-school friends before staring at detention class ___________________________________ ___________________________________ ___________________________________ Slide 14 What is the function using the Chart about When his teacher asks him what the capitol city of a country is, Napoleon gives the correct answers. His teacher praises his correct Teenage Behaviors?___________________ answer, & tells him he may work by himself or a friend on the rest of the assignment. ___________________________________ ___________________________________ What function? Setting event Antecedent Response Consequence None Teacher asks Napoleon Teacher gives ___________________________________ what capitol give correct verbal praise city of country answer & time to work is with a friend ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 15 What is the function using the Chart about Cleo is new to the 6th grade, & English is her second language. When another student Teenage Behaviors?___________________ approaches & says something to her in English, Cleo turns away. The other student walks away. This happens several times during the day. ___________________________________ ___________________________________ What function? Setting event Antecedent Response Consequence New student Student Cleo turns Other approaches & speaks in English away student walks away ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________
  6. 6. Slide 16 What is the function using the Chart about As Veloce is walking, other kids look at him & say “what’s up?” He looks back and says: Teenage Behaviors?___________________ “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & call him “weirdo.” ___________________________________ What function? Setting event Antecedent Response Consequence ___________________________________ ?? Look at him. “Who ya Kids shake “What’s up!” lookin’ at?” heads & “Ya want Some?” “Ya talkin’ to me? call him “weirdo” ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 17 ___________________________________ Fundamental Rule ___________________________________ “You should not propose to reduce a problem behavior without also ___________________________________ identifying alternative, desired behaviors that a person should ___________________________________ perform instead of the problem behavior” (O’Neill et al., 1997, p. 71). ___________________________________ ___________________________________ ___________________________________ Slide 18 Desired Typical ___________________________________ Alternative Result Summary Statement What is the desired behavior? What is likely to be the result or ___________________________________ consequence? Setting Events Triggering Antecedents What Problem Behavior What is the Maintaining Consequences ___________________________________ What is the happened What is presenting the result? context? immediately ___________________________________ Before problem? the Problem What happens? Behavior? ___________________________________ Acceptable Alternative What is an acceptable behavior? ___________________________________ ___________________________________
  7. 7. Slide 19 ___________________________________ Competing Behavior Desired Alternative Desired Maintaining Pathway Consequence Comply with Request completed ___________________________________ request Setting Events Triggering Antecedents Problem Behavior Escalated Maintaining Consequence ___________________________________ Peer Teacher/ Avoid peer profanity conflict request physical aggression request ___________________________________ Acceptable Alternative Caesar Walk ___________________________________ away ___________________________________ ___________________________________ Slide 20 Case Studies: Identifying What is the function using the Chart about Functions • Juan, a 16 year old who reads at a second Teenage Behaviors?___________________ grade level, throws his reading book across the room and uses inappropriate language to inform the teacher that he does not intend to complete his homework. Often Juan’s tantrums escalate and he leaves the _________________________________ classroom. • Sumi, an eight year old who reads novels for recreation, finds her classroom reading ___________________________________ assignments boring. She shoves her book and workbook to the floor when the teacher starts reading instruction or comments on her lack of progress. The ___________________________________ teacher often praises the other students who are following school rules in an attempt to get Sumi to read with the class. ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 21 ___________________________________ Case Studies: Identifying Functions ___________________________________ • Maurice, a 10 year old who finds multiplication of fractions difficult, throws tantrums when asked to complete worksheets requiring him to multiply fractions. Generally the teacher provides him with one-on-one assistance in order to get him back on ___________________________________ track. • Kerry, a 12 year old who has problems paying attention, sits near the window in the back of the ___________________________________ classroom. She frequently slams her text shut and loudly declares that she cannot work. The teacher uses sarcasm or humor to get Kerry re-engaged in the lesson several times during the class period. ___________________________________ ___________________________________ ___________________________________
  8. 8. Slide 22 6 Steps of FBA ___________________________________ 1. Identify the Problem 2. Collect Data using Multiple ___________________________________ Assessments 3. Analyze the Data ___________________________________ 4. Make Determinations & Hypotheses ___________________________________ 5. Develop & Implement a Behavior Implement Plan 6. Evaluate Progress & Follow-up ___________________________________ as Necessary ___________________________________ ___________________________________ Slide 23 ___________________________________ Step 1: Identifying the Problem ___________________________________ • Pinpoint the behavior causing learning or discipline problems, and define that behavior in concrete terms that are easy to communicate and simple to ___________________________________ measure and record A. Identify and define the behavior in a broad sense – “Marco uses inappropriate language at ___________________________________ school.” B. Identify and define the behavior in specific terms – “During outside play and/or free time ___________________________________ with classmates, Marco uses inappropriate language.” ___________________________________ ___________________________________ Slide 24 ___________________________________ Case Study: Identifying the Problem ___________________________________ • Define these problems more ___________________________________ concretely. – DeWayne is disruptive. ___________________________________ – LaDane is disrespectful. – Kendra is slow. ___________________________________ ___________________________________ ___________________________________
  9. 9. Slide 25 Skill Deficits ___________________________________ vs. Performance Deficits ___________________________________ Skill Deficits Performance Deficits ___________________________________ The students does The student knows not know how to the desired skill ___________________________________ perform the but is unable to desired skill. perform the skill on a consistent basis. ___________________________________ ___________________________________ ___________________________________ Slide 26 Identifying the Problem: Student interprets body language wrongly? Important Question Is the problem behavior linked to a skill deficit? ___________________________________ • Is there evidence to suggest that the student does not know how to perform the ___________________________________ skill and therefore cannot? ___________________________________ • Does the student understand the behavioral expectations for the situation? ___________________________________ ___________________________________ ___________________________________ Slide 27 Socially inadequate?___________________ Identifying the Problem: Important Question Does the student have the skill? ___________________________________ • Sometimes it may be that the student can perform a skill, but, for some reason, does not use it consistently (e.g., in particular settings). ___________________________________ • Is it possible that the student is uncertain about the appropriateness of the behavior ___________________________________ (e.g., it is appropriate to clap loudly and yell during sporting events, yet these behaviors are often inappropriate when playing academic games in the classroom)? ___________________________________ ___________________________________ ___________________________________
  10. 10. Slide 28 ___________________________________ Addressing Skill and Performance Deficits ___________________________________ • Recognize the physical signs that the student is becoming angry. • Use relaxation skills ___________________________________ • Apply problem solving skills • Practice communication skills ___________________________________ • Modify curriculum and/or environment • Utilize support staff: ___________________________________ – School counselor - School Social Worker – School psychologist – Trained staff member ___________________________________ ___________________________________ Slide 29 Step 2: Collect Data Using ___________________________________ Multiple Assessments • Indirect Assessment ___________________________________ – This type of assessment relies heavily on interviews with teachers and other adults who have direct contact with the student. ___________________________________ – Indirect assessments may also include interviews with the child. ___________________________________ – It is very useful to compare the interviews of the adults who have direct contact with the child and the child him/herself, in order to gain ___________________________________ perspective on those things that may be similar in nature. ___________________________________ ___________________________________ Slide 30 When and with whom do misbehaviors not Indirect Assessment: Important Interview Questions exist?______________________________ – In what settings do you observe the behavior? – Are there any settings where the behavior does NOT occur? ___________________________________ – Who is present when the behavior occurs? ___________________________________ – What activities or interactions take place just prior to the behavior? – What usually happens immediately ___________________________________ after the behavior? ___________________________________ ___________________________________ ___________________________________
  11. 11. Slide 31 Use Antecedent Behavior Consequence Step 2: Collect Data Using Multiple Assessments method:_____________________________ • Direct Assessment – A direct assessment consists of observing the problem behavior and describing the conditions that surround the behavior. ___________________________________ • Antecedent – what occurs right before the problem behavior occurs. ___________________________________ • Consequence – what occurs right after the behavior occurs. ___________________________________ ___________________________________ ___________________________________ ___________________________________ Slide 32 ___________________________________ Sample Scatter Plot 11/13 11/14 11/15 11/16 11/17 ___________________________________ 9:00 9:05 9:10 ___________________________________ 9:15 9:20 ___________________________________ 9:25 9:30 9:35 ___________________________________ 9:40 ___________________________________ ___________________________________ Slide 33 ___________________________________ The Value of Assessment ___________________________________ – The utilization of direct and indirect assessments together and the collaboration of all persons who have ___________________________________ contact with the student displaying the problem behavior(s) provides an essential tool for formulating Behavior ___________________________________ Intervention Plans. ___________________________________ ___________________________________ ___________________________________
  12. 12. Slide 34 ___________________________________ Step 3: Data Analysis ___________________________________ Carefully consider and examine what you have learned about the behavior and its context. ___________________________________ • Compare & Analyze • Identify Patterns ___________________________________ • Revise Assessment Plan if Necessary ___________________________________ ___________________________________ ___________________________________ Slide 35 When this happens__________, this student Step 4: Make Determinations & Establish Hypotheses • Make determinations about what to do next, using the does _____________ in order to _________ information and looking at the antecedents and the consequences as well as the reaction to the consequences • Establish Hypotheses regarding function of behavior ___________________________________ • Test Hypotheses – Example: Daryl calls out during instruction. A functional behavioral assessment might ___________________________________ reveal the function of the behavior is to gain attention (e.g., verbal approval of classmates), avoid instruction (e.g., difficult assignment), seek excitement ___________________________________ (i.e., external stimulation), or both to gain attention and avoid a low-interest subject. ___________________________________ ___________________________________ ___________________________________ Slide 36 Replacement behaviors are phrased positive; Step 5: Make & Implement Behavior Intervention Plan BIP MUST be positive/rewarding! • As a team, develop the Behavior Intervention Plan to address the behavior, using the information gathered and summarized in your Functional Behavior Assessment. ___________________________________ • Implement Plan – Manipulate the antecedents and/or consequences of the behavior ___________________________________ – Teach more acceptable replacement behaviors that serve the same function as the inappropriate behavior – Implement changes in curriculum and instructional strategies ___________________________________ – Modify the physical environment ___________________________________ ___________________________________ ___________________________________
  13. 13. Slide 37 ___________________________________ • Behavior Intervention Plans must be monitored and data collected and ___________________________________ recorded on a regular basis. • Decisions must be made by the team ___________________________________ as to what is working and what is not working. ___________________________________ – For those strategies that are not working, the team must modify and/or change the plan to try something else. ___________________________________ ___________________________________ ___________________________________ Slide 38 ___________________________________ Step 6: Evaluation Progress & Follow-up as Necessary ___________________________________ • Evaluate the faithfulness with which the plan was implemented ___________________________________ • Evaluate the changes in student behavior • Modify plan if needed ___________________________________ • Continue plan if warranted and develop phase out program as appropriate ___________________________________ ___________________________________ ___________________________________ Slide 39 ___________________________________ 6 Steps of FBA 1. Identify the Problem ___________________________________ 2. Collect Data using Multiple Assessments ___________________________________ 3. Analyze the Data 4. Make Determinations & Hypotheses ___________________________________ 5. Develop & Implement a Behavior Implement Plan ___________________________________ 6. Evaluate Progress & Follow-up as Necessary ___________________________________ ___________________________________
  14. 14. Slide 40 What is the hypothesis?________________ Case Study • Using the six steps of FBA, please identify possible interventions for each step. Please be a specific as possible. ___________________________________ – Jaron is failing three classes. He does not complete his homework and rarely ___________________________________ participates in class discussions. Jaron is not outspoken, but he tends to get verbally aggressive when his teachers ask him about his work or when he is confronted by peers. ___________________________________ Jaron’s mother reports that he is helpful at home and that he has always been a “quiet child.” ___________________________________ ___________________________________ ___________________________________ Slide 41 ___________________________________ Summary ___________________________________ A Functional Behavior Assessment is a tool used to make decisions about why behaviors are occurring. It is necessary in order to change behavior to develop ___________________________________ appropriate Behavior Intervention Plans and utilize those plans on a consistent basis over a reasonable amount of time. ___________________________________ I sincerely thank you for being here today. Please complete the evaluation, fold it in half, and place it in the box by the door. ___________________________________ ___________________________________ ___________________________________