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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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  1. Introduction and Practice in Functional Behavior Assessment and Behavior Intervention Planning (FBA/BIP)From FBA to BIP Part 1.0

  2. BEST Expectations:FBA TrainingTeam Norms

  3. 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

  4. Materials:www.pbisvermont.org Introduction and Practice in Functional Behavior Assessment and Behavior Intervention Planning (FBA/BIP) From FBA to BIP Planning Workbook

  5. What is the function of this behavior? http://www.youtube.com/watch?v=hkKOqij_Tdw

  6. Function Based Approach Focuses on: Changing environmental factors instead of fixing the person. It’s about what we as adults will do differently!

  7. Functional Behavior Assessment Is a process for identifying the events that reliably predict and maintain problem behavior.

  8. 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

  9. Behavior is….. any action which is observable and measurable, and has a distinct onset and offset. Defining Problem Behavior(Challenging Behavior)

  10. Behavior Examples: Non-Examples Kicking Pinching Cursing Hitting Spitting Yelling Disrespect Defiance Off task Anger

  11. What is Function? Pos Reinf Neg Reinf

  12. 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?

  13. 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?

  14. At the Foundation of FBA are 3 major tenets about behavior • Human behavior is functional • Human behavior is predictable • Human behavior is changeable…?

  15. 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

  16. 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.”

  17. 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

  18. Simple FBA vs. Comprehensive FBA

  19. Simple FBA vs. Comprehensive FBA

  20. How Does the Functional Approach Fit Into Your School’s Multi-Tiered System of Supports?

  21. 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

  22. 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

  23. 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

  24. ACTIVITY 1: • Jot down a list of your school’s targeted behavior interventions. • What function(s) are these interventions trying to meet for students?

  25. 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

  26. 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

  27. So who is responsible for conducting the FBA/BIP in your school?How does someone access this FBA/BIP?

  28. 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

  29. ACTIVITY 2: Using the questions in the workbook, review/develop your school’s process for accessing a FBA/BIP

  30. 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?

  31. 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

  32. What are some of the challenging behaviors you are currently dealing with in your classroom/school?

  33. Are the behaviors you listed observable? Measurable? Defined so clearly that a person unfamiliar with the student could recognize the behavior without any doubts?

  34. Define Behavior in Clear Terms

  35. ACTIVITY 3: • Provide an observable and measurable • definition for the behaviors • listed in your workbook

  36. 2. ASK (Gather Information/Data)Staff, Student, Parents about the ABCs D.A.S.H

  37. Functional (Behavioral Assessment) Behavior Support Plan (F-BSP) An interview tool for collecting information about problematic behavior. For staff, parents and students

  38. 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

  39. 3. See the behavior (Gather information/data) Behavior Observation Forms ABCsD.A.S.H

  40. FBA Always start with the behavior 2 Antecedent/Trigger: When _____ happens…. 1 Behavior: the student does (what)__ 3 Consequence/Outcome ..because (why) ______

  41. ACTIVITY 5: Using the ABC charts in your workbook, document the antecedents, behavior and consequences in the following video clip.

  42. 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

  43. 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?

  44. 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)

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