A Functional Behavior Assessment: Just the Basics Trish Reitinger and Caryl Reinhardt

Behavior Defined  Anything that a stone could not do… behavior is constantly occurring, the question is whether a behavior supports relationships & learning or negatively impacts access to education, both in learning & relationships be-ha-vior /be’havyer/ noun -the way in which one acts or conducts oneself, especially toward others -the way in which an animal or person acts in response to a particular situation or stimulus -the way in which a natural phenomenon or a machine works or functions synonyms: conduct, action, performance, operation, reaction, response

The Purpose of an FBA Functional behavioral assessment is generally considered to be a problem-solving process for addressing student problem behavior. It relies on a variety of techniques and strategies to identify the purpose (or function) of specific behavior and to help IEP teams select interventions to directly address the problem behavior.

Functional Behavior Assessment Questions to ask to determine need for FBA:  Is student’s behavior disruptive to self and others?  Is behavior observed across multiple settings?  Have Tier 1 universal interventions been implemented with fidelity across multiple settings?  Has the data/information at hand been analyzed, sometimes the best solutions are the simplest Once need is determined, an FBA begins  FBA can be completed with both general & special education students  FBA may not end in a BIP  The BOCES does not require a specific form for an FBA but all FBA components must be present in this building based, team determined process

A Functional Behavior Assessment includes  Parent permission and input  If outside an Initial or Reevaluation, use the Notice Regarding Reevaluation for Permission  If during an Initial or Reevaluation, FBA should be described in the text box and Social Emotional should be checked.  Identify and define the specific problem behavior;  Gather information about the occurrence of the behavior through observation, systematic data collection, and interviews of the child, parents, and staff;  Identify the antecedent events and consequences surrounding the behavior; identify the function or purpose of the behavior; and develop a hypothesis about the behavior.  Once the assessment is complete, interventions can be created based on the hypothesis and other relevant information.  The outcome of an FBA may or may not be a Behavior Intervention Plan connected to the IEP

The Preliminary Process 1. Gather information Look at the student profile Identify the problem behavior Record/Document setting events and possible predictors Look at possible functions of the behavior 2. Collaborate with team members involved in the student evaluation process

Gathering Information When is (behavior) happening? How often? What does (behavior) look like when it happens? What seems to set off (behavior)? Does (behavior) occur or get worse in relationship to other events, conditions, activities? Is (behavior) unlikely to occur or never occurs in relationship to some other event, condition, activity? How does the (teacher; peer group; parent) respond to the (behavior)? Does the teacher have any theories about why the student is doing (behavior)?

Involve Parents  Completing an FBA is a collaborative process and parents should be a part of the team. Parent permission needs to be in writing and prior to observations for the FBA.  Partner with parents to demonstrate how to implement positive behavior supports in the home and community  Keep robust communication regarding behavior improvement  The more significant the behavior, the more frequent the communication; daily or weekly notes with monthly data graphing

Identify Behavior & organize Team Identify the behavior to be addressed Do not use vague adjectives, such as "aggressive" or "disruptive," to describe the student's behavior Do use verbs to describe what the student is doing; pulling out own hair, kicking or screaming loudly Determining the function of a behavior or various functions of multiple behaviors is easier if well defined What is the desired replacement behavior? What kind of observations need to take place? This is determined in part by identifying behavior of concern Depending on the behavior, the team may need; Data on Engagement (active, passive; verbal, motor) Frequency Data for disruptive behavior Data on length of time behavior occurs Low frequency, high intensity behavior may be difficult to observe Data about what happens after the behavior

Explore Reasons Behind Behavior  Look at what happens before the behavior to help determine its function; consider what the student is doing, who he is with, and what is going on around him.  What happens after the student engages in the behavior? What might be reinforcing the behavior? Consider using a tool, such as the Motivation Assessment Scale, to hone in on what contributes to & motivates the student to misbehave.  Students engage in challenging behaviors for one of four reasons:  attention,  something tangible,  escape or avoidance, or  sensory stimulation A series of questions can help you get a better sense of the behavior's function….....

Behavior Analysis Process Data and Student Information Team Discussion Behavior Goals and/or BIP Strategies, Teacher Support and Follow-Up Observations Parent, Teacher and Student Inventories and Interviews Written Report Decision Point Is more data needed? Does a BIP need to be developed Strategies provided Does behavior impact educational performance & access?

Develop a Plan  Tailor the student's positive behavior support plan to the function of the behavior  Examples of written plans: BIP in Enrich Escalation Cycle Management Plan Crisis Plan Quick Behavior Reference

To BIP or not to BIP???? If a student is identified as having a Serious Emotional Disability, they will need a BIP. If a student is Other Health Impaired for a behavioral health reason (such as ADHD or Bi- Polar), the team will consider a BIP. If a student is identified with any other disability category & demonstrates significant behavioral impact, the team will consider a BIP. If a student has been suspended more than 6 days out of school during the school year, a FBA should be conducted and BIP developed. A BIP will always be accompanied by a behavior goal(s).

Behavioral Goal Take the team back to the original question…  Does the behavior significantly impact academic performance & access? If yes, develop a behavior goal in A-B-C-D-E fashion  Does the gathered data indicate the behavior can be adequately addressed with the resources in place? If yes Ensure strategies are in place Ensure Teacher support Ensure Follow up

Positive behavior interventions Teach the child new replacement behaviors Reward the child for using good behavior Help the child learn what “triggers” the behavior & how to successfully avoid or handle triggers Change what happens around the child to promote good behavior Help the child develop strengths at school Teach the child to identify emotions

Positive behavior interventions Teach the child to express emotions in school in appropriate ways Identify a caring adult that can give the child positive time at school Identify difficult times for the child & plan for ways to support the child during those times Provide peer modeling & friendships Allow student to better understand and navigate social situations

General Behavioral Strategies Natural Consequences & Rewards Redirection Planned ignoring Praise Proximity Offer choice Reprimand Provide skill instruction Increase supervision Provide ‘chill out’ space Model correct behavior Develop your own Behavior Tool Box

Wrap Up Resources:  Positive Behavior Intervention Support World  Intervention Central interventioncentral.org  SED CDE Manual eterminingeligibility_sed Questions?