Individual Tier III FBA Functional Behavior Assessment

1. Individual Tier III FBAFunctional Behavior Assessment Adapted from: Karin Marquardt, SW/WC Service Cooperative

2. Function of Behavior

3. Given a Choice Between Two Schools A school where you have excellent student behavior and parent support? A school where you were paid a significantly higher salary?

4. Current Educational Scene • Increasing pressure to assure students a safe and effective environment • Greater emphasis on inclusion • Increasing teacher accountability • Growing diversity among students • More students with learning and behavior problems.

5. Problems at Schools • Struggling readers • Can’t read at all • Letter/word reversal • Comprehension difficulties • Memorization difficulties • Retention problems • English language learners • Lack of number recognition • Math fact deficits • Homework completion • Sloppy work • Test anxiety • Oral reading fluency • Poor writing skills • Fights • Property destruction • Weapons violation • Violence toward teachers • Tobacco use • Drug use • Alcohol use • Insubordination • Noncompliance • Late to class • Truancy • Inappropriate language • Harassment • Trespassing • Vandalism • Verbal abuse

7. For high-risk students: History of severe problem behaviors Demonstrated resistance to intervention An intensive system of support is needed ~5% ~15% Individualized FBA ~ 80% of Students

8. Why Should We Do It? • Provides more information about students’ behavior • Helps identify factors regarding behaviors that may not be obvious • Provides data trends and patterns • FBA can be simple or intensive • Helps identify the root causes, functions, and reinforcers of behaviors • Provides data for developing an appropriate and effective behavior plan

9. When Should We Do It? • When a student is not responding to interventions • When it is unclear as to why the behavior is occurring • When a student is suspended multiple times or has a high number of office discipline referrals • When a student is getting into trouble frequently • When a student seems to engage in the same behavior regardless of consequence • When consequences and/or rewards seem ineffective • When a student does not appear to care or be affected by attempts to address the behavior

10. Understanding Behavior… • Behavior communicates a message • Behavior meets the child’s needs • Science of behavior tells us children are not born“bad”

11. 5 QUESTIONS • WHAT IS THE PROBLEM? • WHAT IS HE/SHE GETTING OUT OF IT? • HOW CAN WE TEACH HIM/HER A BETTER WAY TO GET THE SAME THING? • WHAT ELSE CAN WE DO TO HELP THE STUDENT TO BE SUCCESSFUL? • HOW WILL WE KNOW IF IT WORKS?

12. What is a Functional Behavior Assessment (FBA?) • Systematic process for gathering information that can be used to: • Develop statements about factors contributing to the occurrence and maintenance of problem behaviors • Maximize the effectiveness and efficiency of behavioral supports. (O’Neill et al., 1997)

13. Advantages of FBA • Increases understanding of the causes of behavior • Facilitates hypothesis-driven treatment • Emphasizes skill building—not punishment • Increases chance of positive student outcomes

14. FBA in Schools Federal legislation mandated the use of FBA in schools over a decade ago (IDEA, 1997), with the expectation that we address both academic and behavioral aspects of student performance.

15. When is an FBA Required? • Initial EBD Evaluation • Prior to including any restrictive procedures • An EBD reevaluation must include either a new FBA or revisions to a previous FBA • An FBA may be found in an evaluation for a student with any disability category who is experiencing behavior difficulties

16. Who Conducts the FBA? But I’m Not Qualified!! • Team of professionals who have direct experience, behavioral expertise • School Psychologists • Special Education Teachers

17. Before you begin… • FBA is considered a formal assessment and must be treated accordingly. • Parent consent must be obtained • Process must be completed in 30 school days • After the assessment, the team reconvenes to develop an appropriate behavior support plan

18. Step 1:Definition of Problem Behavior Must be clear, measurable, & objective • Any observable or measurable action or act. • Observable beginning & end • Has measurable dimension(s) • Frequency, duration, latency

19. Non- v. Observable • Hyperactivity • Initiates 5 different tasks within 2 minutes • Leaves room at least 3 times during a 30 minute lesson

20. Consider response class Set of topographically different behaviors with similar or related purpose or function • Hit, spit, runaway, yell… • Escape difficult task request • Cry, hit, whine, raise hand, spit….. • Obtain adult attention

21. Step 2:Gather Information • “the local education agency shall – use a variety of assessment tools to gather relevant functional and developmental information.” 300.532(a)(2)(b) • Indirect Methods: • Interview (student, those who know student well) • Review records • Direct Methods: • Observation

22. Indirect Methods • Interview with Student • Interview with those who know the student well • Review of Records Goal of Interviews: Identify which events in an environment seem to be linked to the specific problem behavior.

23. Functional Assessment Checklist for Teachers “FACTS” STEP 1: Student/ Grade: _____Clarence/5th grade_____ Date: ____January 11___________ Interviewer: ___________Sugai________ Respondent(s): ____Thomas_____ STEP 2: Student Profile: Please identify at least three strengths or contributions the student brings to school. C. has leadership potential. Peers listened to him, and he can be very convincing and sincere. He’s academically competent and seems to be moving smoothly and successfully through the school curriculum. STEP 3: Problem Behavior(s): Identify problem behaviors ___Tardy_X Fight/physical Aggression ___ Disruptive___ Theft___ UnresponsiveX Inappropriate Language_X__ Insubordination___ Vandalism___ Withdrawn_X__ Verbal Harassment____Work not done___ Other __________ ____X _ Verbally Inappropriate___ Self-injury Describe problem behavior:C. may have one of the shortest fuses I’ve seen. One little tease by a peer, and he quickly and predictably escalates through a behavioral sequence that begins with passive in subordination (non response), moves to a mild protest, shifts to harassment and name calling, increases to property damage and even to physical aggression. Its interesting that he seems to “enjoy” the reactions he gets from peers that he aggresses toward, and from peers who look up to him for his aggressiveness. Page 68 (Appendix H)

24. Direct Methods • Observation in a natural setting. • To confirm or deny a relationship between behavior and environmental events • To gather quantifiable data • Observation data serves as basis for summary statements and assists in guiding behavior plan.

25. Direct Methods • Observation of the student • Record when a problem behavior occurs • What was happening before behavior • What happened after behavior • Perceived function

26. Start With the Behavior Despite the ABC concept, the behavior (B) is our starting point! 2 Antecedent/Trigger: When _____ happens…. 1 Behavior: the student does (what)__ 3 Consequence/Out Come ..because (why) ______ Demands/Requests, Difficult Tasks, Transitions, Interruptions, Alone Spit, Run, Hit Obtain, Escape

27. Functions of Behavior

28. Functions - Intervention • When interventions are not matched to the function, we may increase the behavior that we wish to eliminate. • Function – Obtain (Attention) – Run after the student, engage in lengthy discussion • Function – Escape – Suspension, Removal Class, Stay in from recess

29. Functions of Behavior • Behaviors may result from a combination of functions • Escape and sensory are often related to circumstances that are stressful or boring • Attention and escape may result from difficult/boring curricular demands and not much attention

30. Step 4:Develop a Hypothesis Statement • After all information is gathered and reviewed a summary or hypothesis statement should be developed. • Include a statement for each behavior or cluster of behaviors that serve a particular function

31. Hypothesis Statements • Hypothesis statements should include three components. • Antecedent events - the situation in which the behavior occurs. • Behaviors - specific behavior that occurs. • Function - the intended outcome or function of the behavior.

32. 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) When Jason is given a math assignment he will hit the teacher in order to escape the task.

33. Create a Hypothesis Statement After interviewing Mr. Smith and conducting several observations of Johnny in the third grade classroom, the team determined that during less structured class time (free time, cooperative group art projects, etc.), Johnny tears up his paper and stomps his feet. After Johnny engages in this behavior his peers laugh at him. Consequence/OutCome: “Because..” Peers laugh at him Therefore, the function of the behavior is to: get/avoid Peer Attention Behavior: “Student does..” Antecedent/Trigger: “When ..” Less structured class time Tears up paper & stomps feet

34. Step 5: Write The Report • May be included as part of an evaluation • May be stand alone report

35. Step 6: The Behavior Intervention Plan (BIP) • Is based on relevant findings from the FBA • Is developed and agreed upon by the student’s IEP team • The written BIPs insures maximize consistency of implementation across people and settings

36. Fundamental Rule! “You should not propose to reduce a problem behavior without also identifying alternative, desired behaviors person should perform instead of problem behavior”(O’Neill et al., 1997, p. 71).

37. Selecting an “Alternative Behavior” • Alternative behaviors: • 1. Produce the SAME outcome as problem behaviors • 2. Are socially appropriate • 3. Are as (or more) efficient than problem behavior • Amount of physical effort • Speed of effect • Number of time performed to get reward

38. Which of the Following are Appropriate Alternative/Replacement Behaviors? • Jason is nine and cries when asked to do difficult tasks. The crying is maintained by avoiding or escaping the tasks. • Possible Replacement Behaviors: • More token rewards for doing tasks • Asking for a break from tasks • Asking to do something other than the tasks • Requesting adult attention • Asking to have soda after tasks are done

39. Which of the Following are Appropriate Alternative/Replacement Behaviors? • Jason is nine and cries when asked to do difficult tasks. The crying is maintained by avoiding or escaping the tasks. • Possible Replacement Behaviors: • More rewards for doing tasks • Asking for a break from tasks • Asking to do something other than the tasks • Requesting adult attention • Asking to have soda after tasks are done

40. Which of the Following are Appropriate Alternative/Replacement Behaviors? • Leslie is 12, has severe intellectual disabilities, does not use words, and hits her head. Head hitting is maintained by adult attention during work periods. • Which is the best Replacement Behavior • hide under her desk and be ignored • sign for “more” to another student • take completed work up to show the teacher • move to sit by another student

41. Which of the Following are Appropriate Alternative/Replacement Behaviors? • Leslie is 12, has severe intellectual disabilities, does not use words, and hits her head. Head hitting is maintained by adult attention during work periods. • Which is the best Replacement Behavior • hide under her desk and be ignored • sign for “more” to another student • take completed work up to show the teacher • move to sit by another student

42. Interventions – Task Avoidance • Prevention • Pre-Correction – • Prime (Behavior Momentum) – get the student going with lower stress (successful) activities • Provide additional instruction • Modify work to meet skill level of student • Teach • Teach how to request a break • Teach how to request accommodations • Consequence/reinforce • Consider incentive program (social, tangible)

43. Interventions – Attention Avoidance • Prevention • Schedule periodic quiet time throughout the day • Provide independent work options • Identify “safe” adults to check in at scheduled times • Teaching • Teach how to request a break • Teach self-calming strategies • Teach interaction/discussion skills • Consequence/reinforce • Consider incentive program • Set individual goals for interaction levels

44. Interventions – Peer Attention • Prevention • Provide opportunities to be a positive leader • Student assistant • Group acknowledgement • Teaching • Teach greetings/access behaviors • Teach how to get attention • Consequence/reinforcement • Have a group incentive • Set an individual goal for positive interactions

45. Intervention – Adult Attention • Prevention • Check in Check Out • Schedule/Provide opportunities for frequent staff attention for appropriate behavior • Teaching • Teach & Pre-Correct asking for help • Teach coping when waiting • Consequence/reinforce • Respond quickly for positive behaviors • Avoid attention for problem behaviors

46. Changing Behavior “If there is anything that we wish to change in the child, we should first examine it and see whether it is not something that could better be changed in ourselves.” Carl Jung – psychiatrist