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Assessment-Based Intervention Planning: Process, Procedures, and Functional Behavior Assessment

This chapter explores the process and procedures for conducting behavioral assessments, identifying target behaviors for intervention, and conducting functional behavioral assessments.

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Assessment-Based Intervention Planning: Process, Procedures, and Functional Behavior Assessment

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  1. Chapter Four ASSESSMENT-BASED INTERVENTION PLANNING Sielke M. Caparelli

  2. OBJECTIVES • Describe the process and procedures for conducting behavioral assessments. • Describe issues that should be considered when identifying behaviors for intervention. • Explain the steps for conducting a functional behavioral assessment. • Given descriptions of recurring sequences of behavior in specific contexts, develop hypotheses describing functional relationships. • Given the function of behavior and other assessment data, identify components of a behavior intervention plan. • Given descriptions of target behaviors, write terminal intervention objectives and analyze these objectives by breaking them down into three to five task steps.

  3. Table 4–1 Guidelines for Behavioral Assessment Take a look at this table. Who do you think some of the “significant others” might be?

  4. IDENTIFYING PROBLEM BEHAVIOR • How can you figure out the standards for acceptable behavior in a classroom or other school setting? Take a look at the example in Figure 4-2. • What’s an example of a medical problem that might result in problem behavior?

  5. Where do FBA’s fit into PBIS? For which segment of the School Based Positive Behavior Support model are FBA’s used?

  6. Introduction • A Functional Behavior Assessment (FBA) is a part of the positive support structure that: • It is a process that looks at relationships between behavior and the environment. • Allows staff and students to develop and implement a plan to track and maintain desired behaviors • Teaches appropriate replacement behaviors using positive interventions

  7. Underlying the FBA Process • Behavior is learned and serves as a function for the child. • Behavior is related to the context within which it occurs. • Effective interventions are based on a thorough understanding of the learner and his or her problem behavior.

  8. Why do an FBA? • If behavior impedes the student’s learning or that of his/her peers. • Injury, exclusion, increasingly restrictive placement, inadequate instructional time, etc • To prepare positive behavior supports or a Behavioral Intervention Plan. • When a student is suspended

  9. An important reason to do a FBA: • Without determining the function of a behavior, we may inadvertently reinforce inappropriate behaviors with our intervention. • At the end of this session, you will have a chance to analyze some cases to see the relationship between the current intervention and the target behavior.

  10. Interview Data • Staff • Interviews with staff provide details on specific behaviors the student is exhibiting in the classroom. Staff may include teacher, classroom therapist, nurse, social worker, counselor or psychologist and other relevant staff. • Family • Interviews with family members provide insight regarding consistency of the behavior(s) throughout multiple settings as well as identifying any unknown family stressors that contribute to the behavior. • Students • The interview with the student includes a Learning Styles Inventory and a Reinforcement Survey. • It is also the last interview conducted in data collection.

  11. Archival + Interviews + Observations • The purpose of a Formal Observation is to identify the antecedent behaviors (i.e., that occur before) and consequent behaviors (i.e., that occur after) so that the team can better understand what is supporting the behavior and/or what the student is gaining from the behavior. • Formal Observation Settings • Academic- includes content area classes in a structured environment (i.e. math, reading, etc.) • Elective- art, music, physical education, woodshop, living skills, etc. • Social- any time when there is non-instructional, unstructured time

  12. Hypothesis • Generate Hypothesis: Look for patterns throughout data collection. • Test Hypothesis: • Define the misbehavior using objective words • Count the behavior (e.g., how often or how long student swears) • Alter some aspect of the environment (alter task ) • Continue counting the behavior: has it decreased or stayed the same?

  13. Your turn! Let’s look at Jared. . . Jared swears at least 2-3 times per class. When his teacher reminds him not to, he smiles and his classmates snicker. Since the beginning of the year, the problem has become worse. • What is the target behavior? • What is the current intervention? • Is the intervention reinforcing the behavior? • What is the function of the behavior? • Write your hypothesis. • How would you test your hypothesis?

  14. Colleen Colleen has an argument in the cafeteria at least 3 times a week. The consequence is to stay in from recess and read or work on the computer with the teacher. Then, Colleen’s arguments per week increase to 5. • What is the target behavior? • What is the current intervention? • Is the intervention reinforcing the behavior? • What is the function of the behavior? • Write your hypothesis. • How would you test your hypothesis?

  15. Trisha Whenever Trisha is given written tests, she scribbles her name on the test, then crumples it up and throws it away. The teacher tells her that she will receive a zero on the test, that she is already failing the class and that she should at least make an effort. The teacher also requires that Trisha spend the rest of the time sitting quietly at her desk not disturbing others.

  16. Complete an ABC for Trisha

  17. Now, using your ABC record, try to answer these questions. . . • What is the target behavior? • What is the current intervention? • Is the intervention reinforcing the behavior? • What is the function of the behavior? • Write your hypothesis. • How would you test your hypothesis?

  18. David David, a six year-old with autism, is building a block structure during work time. His teacher tells the group that work time will be ending in 5 minutes. David is not finished with his structure. When work time is over, the teacher reminds the children to clean up their work and put their materials away. David starts kicking, screaming and hitting anyone near him. The teacher takes the blocks and puts them in the container, leaving two for David to put away. This happens each time David is reminded to clean up.

  19. Complete an ABC for David

  20. Now, using your ABC record, try to answer these questions. . . • What is the target behavior? • What is the current intervention? • Is the intervention reinforcing the behavior? • What is the function of the behavior? • Write your hypothesis. • How would you test your hypothesis?

  21. References Kerr, M.M., Nelson, M.C. (2006). Strategies for addressing behavior problems in the classroom. (5th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall. O’Neill, R.E., Horner. R.H., Albin. R.W., Sprague, J.R., Storey. K., & Newton. J.S. (1997). Functional assessment and program development for problem behavior: A practical guide. (2nd ed.). Pacific Grove, CA: Brooks/Cole. Schmid, R.E., & Evans, W.H. (1998). Curriculum and instruction practices for student with emotional/behavioral disorders. Reston, VA: Council for Children with Behavioral Disorders.

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