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Functional Behavioral Assessment: Building a Systemic Response to Problem Behavior

Functional Behavioral Assessment: Building a Systemic Response to Problem Behavior. Tim Lewis, Ph.D. University of Missouri www.missouri.edu/~spedtl OSEP Center on Positive Behavioral Intervention & Supports www.pbis.org. The key.

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Functional Behavioral Assessment: Building a Systemic Response to Problem Behavior

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  1. Functional Behavioral Assessment: Building a Systemic Response to Problem Behavior Tim Lewis, Ph.D. University of Missouri www.missouri.edu/~spedtl OSEP Center on Positive Behavioral Intervention & Supports www.pbis.org

  2. The key BEHAVIOR is functionally related to the TEACHING ENVIRONMENT

  3. Individual Support Plans • When small group not sufficient • When problem intense and chronic • Grounded in Applied Behavior Analysis • Driven by Functional Behavioral Assessment • Linked to school-wide system

  4. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

  5. Process (FA to PBIS) Conduct functional behavioral assessment Create plan based on functional assessment outcome Develop infra-structure to support behavior change (system change)

  6. Functional Assessment • Behavior is learned • All behavior communicates • Every social interaction you have with a child teaches that child something

  7. Functional Assessment • Behavior communicates need • Children engage in behavior(s) to "get" something or to "avoid" something • Need is determined by observing what happens prior to and immediately after behavior

  8. Functional Assessment • Concerned with the functional relationships between BEHAVIOR and the TEACHING ENVIRONMENT • “Functional Relationships” • When “X” happens, high degree of likelihood “Y” will result

  9. Functional relationships with the Teaching Environment Events that follow behavior • Following a student behavior the environment “gives” something to the student and student behavior maintains or increases -- what ever was given is reinforcing to that individual

  10. Functional relationships with the Teaching Environment Events that follow behavior • Following a behavior the environment allows the student to stop an activity or is removed from the situation and the student behavior maintains or increases -- the event the student is avoiding is aversive to that individual

  11. Functional Assessment “A process for gathering information used to maximize the effectiveness and efficiency of behavioral support” (O’Neil et al.) • Operational definition of behavior • Identification of events that are functionally related to behavior • Identification of consequences that maintain behavior • Hypothesis about function of behavior • Direct observation to confirm/support hypothesis

  12. Functional Assessment Pre-Assessment • Interviews • Rating Scales Direct Observation • A-B-C • Checklist • Functional Analysis

  13. Develop Hypothesis Develop hypothesis statement regarding the likely functions of the problem behavior and the context (social and environmental conditions) in which it is most likely to occur.

  14. Hypothesis • When this occurs…. • The student does…. • To get/avoid...

  15. FA Hypotheses Positive reinforcement by attention Positive reinforcement by tangible items Negative reinforcement by escape/avoidance of demands Reinforcement by sensory consequences Multiple functions

  16. Intervention Considerations Functional equivalent = Teach replacement behavior Response outcome = Replacement behavior should result in same or similar outcome as problem behavior Environmental modifications to promote use and maintain replacement

  17. Teach Alternative Behavior • Function = Get • Social skills that access attention appropriately • Social skills that delay access to desired objects or events • Function = Escape • Social skills that access assistance with difficult tasks • Social skills to avoid negative adult & peer interactions

  18. Modify Environment Attention • Withhold attention for problem behavior • Provide high rates of reinforcement for replacement behavior

  19. Modify Environment Escape • Do not allow student to “escape” tasks unless they use pro-social alternative behavior • Modify tasks to promote high rates of engaged time

  20. Designing Functional Interventions: Example

  21. Social Competence & Academic Achievement Positive Behavior Support OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

  22. FBA – PBIS Plan Process Success requires: • Individual(s) with expertise in FBA-PBS • Fluency with a clear process among all staff including their role • A basic understanding of the Applied Behavior Analysis = Behavior is functionally related to the teaching environment

  23. FBA Student Plan Development • Define Problem Behavior (observable & measurable, Form A) [3 Minutes] 2. Review Collected Data Context [10 Minutes] Archival Review [Form B]– examine data for patterns such as time of day, tasks, adults, or peers in which problem behavior is present or absent and examine for overlap between academic concerns and patterns of problem behavior. Also examine for patterns of appropriate behavior in relation to academic strengths. Environment Inventory [Form E]– examine for patterns of behavior (problem/appropriate) in relation to critical features such as high rates of problem behavior during low structure, low rates of positive feedback.

  24. FBA Student Plan Development Context Summary When/during there is an increase in problem behavior.

  25. FBA Student Plan Development • Possible Function of Problem Behavior [5 minutes] 3. Summarize Data 1. Data sources not clearly pointing toward function or confidence is low – conduct direct observation and reconvene planning meeting with additional information (See below) 2. Data sources pointing toward a clear function and confidence is high – develop a hypothesis(es)

  26. FBA Student Plan Development Hypothesis One • When/during (conditions) student (behavior) to (get/avoid) Additional Info if needed

  27. FBA Student Plan Development 4. Develop Plan Based on Assessment [15 minutes] A) Define Replacement behavior (observable & measurable): • Detail strategies to teach replacement behavior: B) Context alteration to support use of replacement behavior: • Prompts prior to “trouble spots” • Changes in environment (e.g., routines, grouping, work difficulty) C) Outcomes when student uses replacement behavior (matched to function) & scheduled delivery {GET = teacher attention, earn free time with peers, special privileges; AVOID = task choice, ask for assistance, peer tutor, “take-a-break,” re-seated}:

  28. FBA Student Plan Development 5. Share Plan with Family/External Agency [1 minute] Check appropriate actions 6. Plan Review Schedule [1 minute] a. Copy one page plan and distribute b. Prior to next meeting (check appropriate actions) C. Team meeting review date

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