Functional Behavioral Assessment (FBA)

1. Functional Behavioral Assessment (FBA) An FBA is designed to assess the causes of a student’s challenging behavior and to make recommendations on corresponding reports and subsequent behavioral intervention plans. JR

2. How Does FBA Fit within Positive Behavior Support? Step 1: Bring together a team of individuals who are concerned and knowledgeable about the child. Step 2: Gather information about the child’s behavior (FBA). Step 3: Develop the behavior support plan. Step 4: Implement and evaluate the success of the plan.

3. Why is Understanding the Function of Children’s Behavior Important? • FBA should be considered when the behavior is thought to inhibit a child’s performance and participation in daily activities and routines. • Once the purpose or function of the challenging behavior is understood, support teams can design and use effective interventions that promote the success and participation of the child in daily activities and routines.

4. To conduct a FBA, you need to identify: • Problem behavior in concrete and observable terms • Strength of the problem behavior to establish baseline data • Conditions under which the problem behavior occurs (including the events that trigger and reinforce the problem behavior) • Probable reasons for or causes of the problem behavior (including biological, social, cognitive, affective, and environmental factors). JR

5. A FBA is Required When: • A special education student’s behavior results in certain disciplinary actions. • Prior to placing a student in a “Behavioral Disabilities Program” in the NPS, and to create a Behavioral Disciplinary Plan (BIP). • As a result of a Manifestation Determination meeting when a student behavior is a result of their disabling condition (when no FBA was previously conducted). TK

6. An FBA Should Also Be Considered When: Children are referred for a special education evaluation and/or students currently classified who: • Behave in ways that “interfere” with their education or with the education of others. • Exhibit aggressive, destructive, noncompliant, self-injurious, or dangerous behaviors. • At the onset of the behavior rather than waiting until the student is removed from the setting in which the problem behavior occurred. • When a student is in need of a more restrictive placement because of behavioral concerns, I.e. Behavioral Disabilities Program (BD). • To create a behavior intervention plan (BIP) or revise a BIP. TK

7. How Does Functional Behavior Assessment Work? • FBA can be conducted individually or by a team (e.g., parent, teacher, behavior resource person). • The process involves collecting information through the use of observation, interviews, and record reviews (e.g., school records, medical records, diagnostic reports). • The information gathered is used to understand what happens before the challenging behavior, what the challenging behavior looks like, and what happens after the challenging behavior.

8. 4 Steps for Conducting a FBA • Identify challenging behavior in concrete and observable terms and the instruments to assist in this process. • Measure the challenging behavior to establish base-line data, and perform assessments. • Evaluate data collected. • Develop a hypothesis that describes why the behavior is occurring. • Note: Once the FBA is complete, the IEP team, or other practitioner’s should: • Develop recommendations and/or create a BIP to improve the problem behavior. • Implementation of a BIP. • Evaluate the plan and modify as needed. TK

9. Experience tells us… • Behaviors occur in context of a child’s interaction with his or her environment. • Changing inappropriate behaviors requires identifying and changing the environment. • Challenging behaviors are meaningful and serve a purpose or function. • .

10. …behavior’s form…what teachers see a student do. …behavior’s function…what motivates the student to perform the action. Teachers address both dimensions of their students’ behaviors. Many teachers tend to focus on the form of student behaviors. This has some drawbacks. 302 FBA

11. Drawbacks to focusing on form. • Similar behaviors (reading assignments, doing homework) are done for dissimilar reasons (please teacher, maintain GPA, earn a scholarship) • Dissimilar behaviors (reading assignments, calling out in class, pinching a peer) may be done for similar reasons (obtaining teacher attention) 302 FBA

12. Definition: Functional Behavioral Assessment? “…a set of information gathering strategies and instruments. Based on what precedes behavior and what follows it, patterns are identified that lead to the hypothesis.” 302 FBA

13. Part I : FBA Hypothesizingfunctional assessment • The hypothesizing aspect of FBA is described as functional assessment. It generates clues about the ‘whys,’ ‘whens,’ ‘with whoms,” and ‘wheres’ of a student’s behavior. Clues can relate to academics, social interactions, physical concerns. Note: This is what your physician does. 302 FBA

14. The FBA process tries to help teachers discover… • Are there events that consistently precede a behavior that occurs in the classroom? • Are there events that consistently follow these behaviors? • What are the setting events for the antecedents, behavior, and consequences? (These tend to be more remote in tme.) • Can another behavior be taught/acquired that will serve the same function of the challenging behavior? 302 FBA

15. 5 functions that behaviors serve Basic behavioral belief: All we do tends to have a purpose. • Gaining Attention • Gaining a Tangible • Gaining sensory stimulation • Escaping external stimulation • Escaping internal stimulation

16. ALL BEHAVIORS ARE COMMUNICATING SOMETHING!! • It is the team’s job to decode what that communication is!

17. STEP ONE Identify challenging behavior in concrete and observable terms and the instruments to assist in this process. JR

18. Tool Box For Step One • Teacher Questionnaire • Parent Questionnaire • Problem Behavior Questionnaire • Functional Assessment Interview (FAI) • Motivational Scale • Behavioral Assistant Scales for Children, 2nd Edition (BASC- 2) • Child Depression Inventory (CDI) JR

19. Questions To Be Answered. . . • What are the antecedents of the challenging behavior (e.g., setting events that elicit the behavior)? • What are the consequences for the challenging behavior, which may reinforce it? • What does the student gain? • What does the student avoid? JR

20. Describing the Problem Behavior? • Note the type of problem behavior • Note where the problem behavior occurs • Note when the problem behavior occurs • Note characteristics of the setting and events related to the problem behavior • Note situations or personal events that might induce the behavior: include actions of others that increase or trigger the behavior. • Note the consequences associated with the problem behavior. JR

21. Head banging Being physically aggressive Being truant Biting Crying Defying authority Destroying property Pushing, pulling others Running away Threatening others Throwing things Inappropriate sexual behavior Failing to complete assignments Failure to follow directions Failure to remain seated Fighting Yelling Cursing Talking out of turn Use of inappropriate language Type of Problem Behaviors? TK

22. Auditorium Bus Bus stop Cafeteria Classroom (Reading, Writing, Math) Computer room Hallway Bathroom Library Special classrooms Walkways Where does the Problem Behaviors occur? TK

23. When does the Problem Behaviors Occur? • Subjects being taught (history writing, reading, math,etc.) • Time of day (before school. Morning, afternoon) • Instructional activity, or lack of, (individual assignments, group activity, small group • Nonacademic activity (changing class, playground, lunch) TK

24. Situations or setting events…. • Arguing with parents before school • Fight with peer • Getting in trouble previously • Dislikes or has difficult time with assignment or required activity • Being teased, harassed or intimidated by a peer • Fatigue, illness • Test anxiety • Social conflict TK

25. Reported Consequences vs. Observable Consequences • Additional writing assignments • Alternative educational placement • Being given alternative task, different from peers • Being sent to office or removed from the class • Suspensions • Loss of privileges • Ignoring • Physical restraint • Call to parents • Referral to counselor TK

26. Identify Challenging Behavior in Concrete & Observable Terms TK

27. STEP TWO Measure the challenging behavior to establish base-line data, and perform assessments. TK

28. Tool Box for Step Two • Functional Assessment Observation Form • A-B-C observation form • BASC POP or BASC SOS • Sattler’s Functional Behavioral Assessment Recording Form • Student Directed Functional Assessment Interview • Any form that is measurable designed by the observer or team. TK

29. Questions to be answered… • What is the strength of the challenging behavior (e.g., frequency, duration, strength, etc.)? • How does student’s challenging behavior compare to his or her peers? • How does the student’s challenging behavior vary across settings? TK

30. Direct Means • Classroom observation(s)- varied settings & times • Observe systematic behaviors, focusing on those environments in which they occur • Observe the student in several different settings, during different types of activities, and at different times during the day JR

31. FBA Observations • Used with interviews to provide more information about factors that predict and maintain challenging behaviors • Observers can watch the child and note: • the events that immediately precede a challenging behavior • a specific description of the challenging behavior • The events that follow the challenging behavior

32. Determining whether a student’s behavior is considerable different than that of his or her peers? Identifiable factors to consider: • Settings • Tasks • Reward contingencies (I.e. negative reinforcement, such as escaping tasks and responsibilities. JR

33. FBA Interviews • Interviews can be conducted to find information about: • The nature of the behavior • Events that may predict the behavior • What the child may gain or avoid by engaging in challenging behavior • How well challenging behavior works for the child • Circumstances that are not associated with the behavior

34. STEP THREE Evaluate data collected TK

35. Tool Box for Step Three • Student Directed Functional Assessment Interview • Evaluate Teacher data • Graph/chart the data TK

36. Questions to be answered. . . • What patterns of antecedent events and/or consequences are connected to the student’s challenging behavior? • What is the student gaining or avoiding? • What are the antecedent events that elicit the behavior and what are the consequences that reinforce the behavior (A-B-C’s)? • Do skills and/or performance deficits contribute to the challenging behavior? TK

37. STEP FOUR Develop a hypotheses that describes why the behavior is occurring JR

38. Questions a Hypotheses Should Answer? • Based on previous steps, evaluation of the data, the hypotheses should attempt to explain the relationship between the problem behavior and and the situation(s) in which the behavior occurs. • Is the student engaging in the challenging behavior to gain and/or avoid something? If so, what? • Is the student engaging in the challenging behavior because of corresponding reinforcements? If so, what are they? • Is the student engaging in the challenging behavior because of a skill(s) and/or performance deficit? If so what are the deficits? JR

39. Relevant student background factors associated with the problem behavior Relevant environmental factors associated to the problem behavior, Functions or purpose (escape, avoidance, control) How others react to problem behavior 5. Level of understanding of problem behavior from teachers, parents, peers, etc. 6. Students attitude about learning environment (likes or dislikes school?) 7. Student attitude about parents 8. Cognitive and motivational ability the student has for coping with the problem behavior 9. Students family, school and community strengths and resources for change. Hypotheses should include: JR

40. Setting Event Matt’s problem behavior takes place when he is asked to write, read, or use higher-order thinking skills. TK

41. Hypothesized behaviors? He talks with his peers when he is not supposed to, leaves his seat without permission, yells, and refuses to do assigned activities…. TK

42. Why? in order to get out of tasks that are challenging to him (escape). TK

43. Developing a Hypothesis Statement

44. Distractible and Hyperactivity Student Sandra is a 7 year old 2nd grade student who is being seen because she is said to be in constant motion, which disrupts teaching and learning. In addition, Sandra is said to be unable to pay attention in class. Despite many reported interventions, such as individual assistance and parent conferences Sandra’s behavior has not improved. You are being asked to conduct a FBA to identify the causes for Sandra’s hyperactive and disruptive behavior.

45. Withdrawn Student Jose is a 12 year old 6th grade student who is being seen because he never participates in class discussions and has no friends. This withdrawn behavior frequently results in day-dreaming, which takes Jose off task and has a negative effect on school performance. Despite many reported interventions, such as counseling as and parent conferences Jose’s behavior has not improved. You are being asked to conduct an FBA to identify the causes for Jose’s withdrawn behavior.

46. Verbally Threatening and Defiant Keesha a 9 year old 4th grade student who is being seen because she reportedly constantly threatens peers and defies school authorities. Despite many reported interventions, such as counseling, suspensions, and parent conferences Keesha’s behavior has not improved. You are asked to conduct a FBA to identify the causes for Keesha’s threatening and defiant behavior.

47. Sexually Inappropriate Student Josefina is a 10 year old 5th grade student who is being seen because she frequently engages in sexually inappropriate verbal and physical behavior. Despite many reported interventions, such as counseling and parent conferences. Josefina continues to make lewd and provocative gestures and statements to both boys and girls. You are being asked to conduct an FBA to identify the causes for Josefina’s sexually inappropriate behavior.

48. Physically Aggressive Student Juan is a 15 year old 9th grade student who is being seen because he reportedly constantly hits, throws things and pushes other students. Despite many reported interventions, such as detentions, suspensions, and parent conferences Juan’s behavior has not improved. You are being asked to conduct a FBA to identify the causes for Juan’s physical agression.

49. Next Steps. . . Develop recommendations and/or create a BIP to improve the problem behavior. Implementation of a BIP. Evaluate the plan and modify as needed.

50. Questions to be answered. . . • What pro social replacement behaviors are already in the students repertoire? • Which reinforces & punishers are effective with the student? • What environmental changes are needed to prevent the problem behavior from occurring and encouraging positive behavior? • How to change antecedents that elicit and consequences that reinforce challenging behavior? • Which skills does the student need to replace problem behaviors with appropriate behaviors? • What positive strategies can be utilized to prevent challenging behaviors occurring and increase pro social replacement behaviors?