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Introduction and Practice in Functional Behavior Assessment and Behavior Intervention Planning (FBA/BIP) From FBA to BIP. Part 1.0. BEST Expectations: FBA Training Team Norms. Learning Objectives. Day One: Understand the concepts of “ function ” and “functional behavior assessment”
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Introduction and Practice in Functional Behavior Assessment and Behavior Intervention Planning (FBA/BIP)From FBA to BIP Part 1.0
Learning Objectives Day One: • Understand the concepts of “function” and “functional behavior assessment” • Consider how FBA/BIP fits within a multi-tiered system of supports • Learn the FBA process and practice with selected student Day Two: • Develop a BIP for selected student • Plan for implementing FBA/BIP within your multi-tiered system
Materials:www.pbisvermont.org Introduction and Practice in Functional Behavior Assessment and Behavior Intervention Planning (FBA/BIP) From FBA to BIP Planning Workbook
What is the function of this behavior? http://www.youtube.com/watch?v=hkKOqij_Tdw
Function Based Approach Focuses on: Changing environmental factors instead of fixing the person. It’s about what we as adults will do differently!
Functional Behavior Assessment Is a process for identifying the events that reliably predict and maintain problem behavior.
Guiding Principles • Behavior is predictable. • Behavior is changeable. • Human behavior occurs within an environmental context, not in a vacuum. • Human behavior is learned and can be taught by manipulating aspects of the environmental context--Behavior is a function of the environment Source: Crone , D.A. & Horner, R.H., 2003
Behavior is….. any action which is observable and measurable, and has a distinct onset and offset. Defining Problem Behavior(Challenging Behavior)
Behavior Examples: Non-Examples Kicking Pinching Cursing Hitting Spitting Yelling Disrespect Defiance Off task Anger
What is Function? Pos Reinf Neg Reinf
Example1: Determining Function Given a task, student… • Whispers that work is stupid, • Writes on papers, • Says work is stupid, • Throws paper in waste basket, & • Leaves room. What is the function of behavior?
Example 2: Given difficult task, student… • Says this work is stupid, • Pokes student at next table, • Argues with student, • Tells teacher to butt out, • Threatens teacher • Runs away from teacher who chases. What is the function of behavior?
At the Foundation of FBA are 3 major tenets about behavior • Human behavior is functional • Human behavior is predictable • Human behavior is changeable…?
Human behavior is changeable FBA switches the focus from “treatment of within-child pathology” to: Design of effective environmental routines. These routines focus on changing the conditions that set up, set off or maintain problematic behavior
Functional Assessment of Behavior A problem solving process that identifies the events that reliably predict and maintain problem behavior. “A simple functional assessment can be done in your head.”
Who may benefit from a FBA? Students with……. • Academic/Behavior data indicates challenge(s) • Chronic Misbehavior • 3-5 Discipline Referrals for Major Behaviors • Frequent Absences • Multiple ISS/OSS • Don’t understand behavior • Other interventions have not been successful
How Does the Functional Approach Fit Into Your School’s Multi-Tiered System of Supports?
Six Components of Universal • Purpose Statement • 3-5 Expectations • System for Teaching Expectations • System for Acknowledging Expectations • System for Discouraging Problem Behavior • Data-based Decision Making Think Functionally! Universal
Targeted Interventions • Implement Universal with Fidelity • Inventory Existing Targeted Practices • Develop Intervention – ie. Check-in/Check-out • Develop Data System to Support Targeted Interventions Match interventions to the function of the behavior! Targeted
Examples: Targeted Group Interventions Based on Functions of Behavior Access Adult Attention/Support: • Check-In/Check-Out • Adult Mentoring Programs Access Peer Attention/Support: • Social Skills Instruction • Peer Mentoring • Self-Monitoring with Peer Support (function: academic task escape) • Academic Skills Support: • Organization/Homework planning support • Homework completion club • Tutoring
ACTIVITY 1: • Jot down a list of your school’s targeted behavior interventions. • What function(s) are these interventions trying to meet for students?
INTENSIVE LEVEL • Establish Intensive Team • Establish SU Supports for the Intensive Level • Establish SU and interagency • Develop Capacity for Wraparound Supports Create comprehensive FBA/BIP Intensive
FBA LOGIC MODEL Sheldon Loman, University of Oregon Behavior Specialist responsible for 25 FBAs in school of 500 Individualized Supports 5% of Students Personnel with “flexible” roles conduct proactive Simple FBA to expand the scope of FBA, prevent intensive problem behaviors, & decrease reliance on specialist. Secondary Group Supports 10-15% of Students School-wide Positive Behavioral Supports 80% of Students
So who is responsible for conducting the FBA/BIP in your school?How does someone access this FBA/BIP?
Requesting a FBA • Teachers & school teams should be able to identify the system for requesting assistance • Teachers should be able to identify who to access assistance from • The targeted team (EST) will determine when a FBA/BIP referral is necessary based on data
ACTIVITY 2: Using the questions in the workbook, review/develop your school’s process for accessing a FBA/BIP
Reflect on your student…. What is the problem? What is he/she getting out of it or avoiding? What do you want him/her to do instead? How can you help this happen more often? How will you know if the problem has been resolved?
FBA ProcessD.A.S.H.Adapted from Sheldon Loman, University of Oregon • Definebehavior in observable & measurable terms • Ask about behavior by interviewing staff & student • specify routines where & when behaviors occur • summarize where, when, & why behaviors occur • See the behavior • observe the behavior during routines specified • observe to verify summary from interviews • Hypothesize: a final summary of where, when & why behaviors occur
What are some of the challenging behaviors you are currently dealing with in your classroom/school?
Are the behaviors you listed observable? Measurable? Defined so clearly that a person unfamiliar with the student could recognize the behavior without any doubts?
ACTIVITY 3: • Provide an observable and measurable • definition for the behaviors • listed in your workbook
2. ASK (Gather Information/Data)Staff, Student, Parents about the ABCs D.A.S.H
Functional (Behavioral Assessment) Behavior Support Plan (F-BSP) An interview tool for collecting information about problematic behavior. For staff, parents and students
ACTIVITY 4: • Review the F-BSP Protocol example • Complete the Student Profile and Step 1 of the F-BSP Protocol for your student • Pair up with someone to discuss the teacher/staff/parent Interview for your student
3. See the behavior (Gather information/data) Behavior Observation Forms ABCsD.A.S.H
FBA Always start with the behavior 2 Antecedent/Trigger: When _____ happens…. 1 Behavior: the student does (what)__ 3 Consequence/Outcome ..because (why) ______
ACTIVITY 5: Using the ABC charts in your workbook, document the antecedents, behavior and consequences in the following video clip.
4. Write A Hypothesis/Function StatementAll behavior has a function (purpose).At the simplest level, a hypothesis statement identifies the function of the student’s behavior. D.A.S.H
Creating a Hypothesis Statement • What is the problem behavior? • Where does it happen? • When does it happen? • What are the consequences? • What is the function?
Anatomy of an Hypothesis Statement “When _____________________________________, (summarize the antecedents here) he/she will __________________________________ (summarize the problem behavior here) in order to _____________________________.” (summarize the function here)