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Workshop Objectives

Workshop Objectives. Components of an FBA specific to ASD Students Using a Team Approach How & Why complete a Motivational Scale Your role in the implementation of the Behavior Support Plan – para – teacher - parent. FBA Components. 1. FBA Interview (parents and staff)

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Workshop Objectives

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  1. Workshop Objectives • Components of an FBA specific to ASD Students • Using a Team Approach • How & Why complete a Motivational Scale • Your role in the implementation of the Behavior Support Plan – para – teacher - parent

  2. FBA Components • 1. FBA Interview (parents and staff) • 2. Student Interview (student) • 3. Observation (at least 2) • 4. Motivation for Behavior • 5. Language and Communication Survey

  3. FBA Interview • Use with parents • Use with professional staff who knows the student.

  4. FBA Interview • 8 Components • Description of Behavior • Ecological Events • Antecedents • Outcomes of the behavior

  5. FBA Interview • Efficiency of the behavior • Functional Alternatives • Communication • Supporting the Student

  6. Ecological Events • How the following may affect behavior • Meds? • Physical Conditions? • Sleep patterns? • Eating routines? • Typical Day – looking for consistency

  7. Ecological Events • Choices about activities and reinforcers • How many people interact (how many people need to understand him?) • This is why parents are a good source • Find out the answers to these questions • May take some digging.

  8. Antecedents • Most likely to occur after?? • When least likely to occur • Times, Settings, People, Activity, • What situations that may set off behavior

  9. Antecedents • How is person’s behavior affected by: • Difficult tasks (look for frustration levels) • Interruption (need to finish?) • Change routine (need for sameness) • Unable to get something he wants? • Lake of attention

  10. Communication • Behavior is a communication. • Examines what strategies does the person already use physically, verbally, facial expressions and in a motor way?

  11. Communication • How does he respond to gestural communication? • Imitation skills with physical models • Communication of Refusal?

  12. MOTIVATIONAL SCALES • You will likely be asked to complete a Motivational Scale. • No need for you to score – just answer. • Read it carefully • Let’s practice!!!!

  13. Language and Communication Survey • Use with parents and teachers • Do interview format to get most information • Looks at connection between behavior as communication • How does this child get his/her point across • Can be positive or negative – as long as it works.

  14. Implementation of Behavior Plan • Review the Plan with special education teacher. • Be clear on your role • Be clear on reward systems, reporting, data keeping, and crisis management. • Keep a copy with you at all time. • Review the BS Plan with special ed teachers monthly or sooner if it is not working.

  15. Summary • Be familiar the behavior interview so that your answers are helpful. • Know how to respond to a Motivational Scale. • Be familiar with the resulting Behavior Support Plan – you will be implementing it!

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