Functional Behavior Assessment. Organizer Background and rationale for FBA Steps to conducting an FBA Key components/outcomes of FBA Tools to be introduced:

Functional Behavior Assessment

Organizer

Background and rationale for FBASteps to conducting an FBAKey components/outcomes of FBATools to be introduced:

Functional Assessment Checklist for Teachers and Staff (FACTS)

Data Collection (observation) Sheets

PracticeFollow-up

Introductions: Your experience with FBA

1… I know FBA is important and would like to learn more about it

2…I know a little but haven’t really done it3…I know a little and have tried it4…I have successfully implemented a FBA

and worked to implement a corresponding BSP

5…I’m an expert in FBA

FBA and the Law

The legal minimum…“Functional behavioral assessment” means an

individualized assessment of the student that results in a hypothesis about the function of a student’s behavior and, as appropriate, recommendations for a behavior intervention plan. (OAR 581-015-2400)

Manifestation Determination Conduct a functional behavioral assessment, unless the

district conducted a FBA before the behavior occurred that prompted the disciplinary action, and implement a behavior intervention plan; or

If the student already has a behavior plan, review the behavioral intervention plan and modify it, as necessary, to address the behavior (OAR 581-015-2415)

Best Practice Recommendations

Continuum of evidence-based supportsSystems first, then individualsFocus on prevention and early interventionIndividualized function-based planning for

those with intensive needs Behavior support plan including objective, measurable

goals and progress monitoring Designed with context in consideration “Working” document that is used and revised

Tier III InterventionsSpecialized

IndividualizedSystems for Students with High-Risk Behavior and Academic Difficulties

Tier II InterventionsSpecialized Group

Systems for Students who are at-risk for behavior and

academic difficultiesTier I InterventionsSchool-/Classroom-Wide Systems and

Instruction forAll Students,

Staff, & Settings

Multi Tiered Instruction

Positive BehaviorInterventions and

Support

Tier III InterventionsSpecialized

IndividualizedSystems for Students with High-Risk Behavior and Academic Difficulties

Tier II InterventionsSpecialized Group

Systems for Students who are at-risk for behavior and

academic difficultiesTier I InterventionsSchool-/Classroom-Wide Systems and

Instruction forAll Students,

Staff, & Settings

Multi Tiered Instruction

Positive BehaviorInterventions and

Support

FBA

Why do People Behave?

Modeling?Accident? Instinct?

Condition?

Why do people continue behaving?

IT WORKS!!!

Understanding Chronic Misbehavior

If a student repeatedly engages in a problem behavior, he/she is most likely doing it for a reason, because it is paying off for the student

The behavior is functional or serves a purpose

Behavior is a form of communication, unfortunately some students learn that problem behavior is the best way for them to get their needs met

Rationale for FBA

Recognize that recurring misbehavior occurs for a reason, and take this into account when determining how to respond to misbehavior

We can understand how to intervene most effectively with a student by identifying the function (or purpose) of their behavior

Focus on what we can change! We cannot prescribe medicine We cannot change the student’s previous

experience We often cannot change parenting practices Some venting is good/necessary, but it can often

lead to less productive meetings

What is FBA?

A systematic process for developing statements about environmental and contextual factors that

Contribute to the occurrence and maintenance of problem behavior,

And, more importantly, Serve as basis for developing proactive and

comprehensive behavior support plans

Spectrum of FBA Methods

Indirect Interviews only (teacher, parent, student)

Direct without environmental manipulation Interviews Observations

Structural analysis Interviews Structured observations

Systematically altering antecedents

Experimental analysis (functional analysis) Setting up controlled conditions

What are the Steps to Conducting an FBA?

1. Establish a Knowledgeable FBA Team2. Use an interview to identify:

Student strengthsTarget behavior(s)Identification of relevant routinesIdentification of environmental variables

Antecedents, Consequences, Setting EventsUse to create testable Summary Statement

3. Conduct at least one “ABC” observationFocus on Antecedents, Behaviors, ConsequencesUse observation data to confirm information from interview

4. Use FBA information to build Behavior Support Plan

Establish a Knowledgeable FBA Team Knowledgeable about the individual

His/her behavior, interests, strengths, challenges, future

Knowledgeable about the contextInstructional goals, curriculum,

social contingencies, schedule,

physical setting Knowledgeable about behavioral technology

Elements of behaviorPrinciples of behaviorIntervention strategies

o Administrative supporto Parent supporto Involving the student

Choosing reinforcersOlder students for assessment

interviews

Use an Interview FACTS Interview (Functional Assessment Checklist for Teachers and Staff)

Designed to be conducted with the teacher(s) and staff most familiar with the individual student and the problem

behaviorsthat are occurring

20-45 minutes depending on complexity of problem behavior

Should be conducted prior to behavior support plan meeting

Conduct “ABC” Observation(s) At least one observation should be conducted to confirm information gained from FACTS interview At a minimum, observe student during setting/routine where problem behavior is most likely to occur Focus on:

Antecedents (what triggers problem behavior?)Behavior (what does the problem behavior look

like? How often does it occur?)Consequences (what happens directly after

problem behavior occurs? How do adults and other

students respond?)

Observation forms:FAO observation formGeneric ABC observation forms

Build Behavior Support Plan

Schedule support plan meeting after interview and observations have been conducted

Use interview and observation data to build Behavior Support Plan

Behavior Support Plan training

Critical Features and Outcomes of an FBA

What are the Critical Features of an FBA?

1. Operationally defined problem behaviorC

lear and measurable definition of target problem behaviors

2. Define the antecedent events (triggers) that predict when the problem behavior is most likely to occur3. Define the consequence that contributes most to maintaining the problem behavior in that routine (i.e., the function of the behavior)4. Summary statement of findings

Direct observation data to confirm summary statement

5. Behavior support plan developed based on summary statement

Feature 1: Target Behavior

Operationally defining behavior:

Behavior must be observable and measurableUnambiguous and

objective

Tells exactly what the student says or does

Can you see the behavior?

Can you count the behavior?

Observable beginning and end

Independent observers agree

Feature 1: Target Behavior

Non-observable vs. Observable Definition:

(-) hyperactivity

(+) initiates 5 different tasks within 2 minutes

(+) leaves room at least 3 times during a 30 minute lesson

Which is described in observable terms?

Hits with his first

OR

Aggressive


Delinquent

OR

Takes money from peers


Psychotic

OR

Says she hears voices


Arrives 10 minutes late

OR

Irresponsible

Operationally Defining Behavior Talking out

Any vocalizations that are not initiated by the teacher, are out of

turn, or are unrelated to academic content

o Off-taskEyes oriented away from

teacher/instructional materials, using

materials inappropriately, and/or fails to comply with teacher

requests within 5-sec of the request

Operational Definitions- A Testo Can you count the behavior?o Will a stranger know what to look for?o Can you break the definition into smaller components that are more specific and observable?






Behavior support plan developed based on summary statement

Feature 2: Understanding Predictors

1. First, identify antecedents generallyWhat typically happens just before

problem behavior to

trigger it?

If this trigger were in place 10 times, how often would it result

in problem behavior? Does the problem behavior ever happen

when the trigger is absent/opposite of trigger? If you wanted to set up the student to

engage in the problem

behavior, what would you do?

Feature 2: Understanding Predictors

• Next, identify specific features of the antecedent

What specific activity?Which specific peers?What tasks?

The more specifically you can narrow, the better you can preventthe problem behavior from occurring.

Examples:Independent math worksheetsLarge group readingUnstructured activities when sitting near preferred peers







Feature 3: Understanding Consequences and Function

Consequence

What happens immediately after the behavior?How do peers respond?How do the adults respond?What are the consequences for the student?What activities change or stop?How many times out of 10 do each of these

responses occur following the problem behavior?

Examples:Sent to office Behavior is

ignoredPeers laugh at student Student is

verbally corrected


Consequence

Narrowing down potential consequences:Would the behavior still happen if that consequence didn’t exist?

Peer attention: If no peers were around?Adult attention: If no adults were around?Escape: If the task were easier?

Of the last 10 times you saw this behavior, how often did thatconsequence occur?

Consequence vs. FunctionThe consequence is the event that occurs immediately afterproblem behaviorFunction is what the student is getting out of the behavior

What are the 2 Basic Functions?


Function

The general outcome of a behavior, the purpose We need to understand behavior from the

student perspective…

What is the student gaining/avoiding?Access peer attention, avoid peer attention

Access task/activity, avoid task/activity Access adult attention, avoid adult attention

Non-examples:Retaliation, intimidation, fear, control







Feature 4: Summary Statement

Four Parts Predictors/antecedents Target Behavior(s) Consequences (maintaining function) Setting event(s) – when appropriate

4 1 2 3

What is a “Setting Event”?

Unique situations in which factors unique to the individual: Make problem behavior more intense or more likely to occur by changing the value of reinforcers

Examples include illness, fatigue, hunger, social conflictEscape from a task may be more reinforcing to

a student if theyare tired

o In many cases, there will not be a relevant setting eventAsk about potential setting events in your

interview, but trynot to get hung up on this! If there isn’t one, just

move on.


4 1 2 3

Skips breakfast Asked to complete Lays on the Escape task an academic task floor and kicks

(1) When asked to complete an academic task, Jimmy (2) lays on the floor and kicks at his teachers in order to (3) escape the task. This is more likely to occur on days when Jimmy does not eat breakfast.


4 1 2 3

Transitions between Pushes and hits Gain classes other students and attention uses inappropriate from language peers

(1)During transitions between classes, Nicky (2) pushes and hits other students and uses inappropriate language in order to (3) gain attention from peers.


The summary statement is a testable hypothesis After conducting the FACTS interview, you will have a summary statement This summary statement can be tested/confirmed by conducting ABC observation(s) Observations may reveal additional or contradictory information

Use your observation data to revise your summary statement

Functional Assessment Checklist for Teachers and Staff

(FACTS)

The Role of the FACTS

An indirect component of an FBABrief, structured interview that helps gather

information about environmental events that precede and follow problem behavior

Ultimately leads to the development of a Summary Statement- the first step in creating an effective behavior support plan.

Student strengths

Problem behavior(s)

Routines analysis

Target routine(s)

Part A

Example: Routines

Targeted routine

Problem behavior detail

Description of Problem Behavior

Example: Problem Behavior Description

Guiding questions

Antecedent category

Follow-up questions

Setting events

Antecedents

Example: Antecedents

Example: Setting Events

Guiding questions

Consequence category

Follow-up questions

Consequences

Example: Consequences

Summary Statement

Example: Summary

FACTS Activity

Get into groups of at least 3 1 teacher 1 interviewer Observers

Interviewer will go through FACTS and ask questions

Teacher will respond to questions using script

Observers will practice filling out FACTS interview

Conducting Observations for an FBA

“ABC” Observations

Focus on Antecedents, Behaviors, ConsequencesIt is helpful to conduct interview prior to

observations: Better understand problem behaviors of concern Develop operational definitions Gain information about target routines

It can be useful to conduct observations both when problem behavior is most likely to occur and least likely to occur What is different about times when problem behavior is less

likely to occur?

Functional Assessment Observation Form

FAO form

Before observation, fill in potential: Behaviors Predictors Functions Consequences

Based on information from the FACTS interview

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Functional Assessment Observation Form

1. Divide your observation into intervals For very high frequency behaviors, use smaller intervals (30-sec, 1-

min, etc.) For low frequency behaviors, use larger intervals (5-min or more)

2. If problem behaviors occur during a recording interval: Put first unused number to mark appropriate boxes in the

Predictors, Perceived Functions, and Actual Consequences sections Cross out just-used number in the list at the bottom of the form Write any desired comments in the Comments column (may want to

use blank sheet of paper to record additional comments)

3. After observation session is over Tally totals from each column Compare data to Summary Statement from FACTS interview



Next Steps

Conduct at least one FBA with a student at your school Support is available if this will be your first FBA, or if

you would like it!

Attend Behavior Support Planning training Bring data from your FBA We will use your FBA data to create Behavior Support

Plans

QUESTIONS?

COMMENTS?

CONCERNS?

Documents

Functional Behavior Assessment. Organizer Background and rationale for FBA Steps to conducting an FBA Key components/outcomes of FBA Tools to be introduced: