Practical Functional Behavioral Assessments (FBA) Insert Trainers’ Names Here Winter 2013

2 Acknowledgements –Soraya Coccimiglio –Melissa Nantais –Joshua Townsley The material for this training day was developed with the efforts of… Content was based on the work of… –Sheldon Lohman –Christopher Borgmeier –Randy Sprick –Dean L. Fixsen –Karen A. Blasé –Rob Horner –George Sugai –Sanda Naoom –Melissa Van Dyke –Allison Metz –Michelle Duda Some of the content for this presentation is taken from the work of members of National Implementation Research Network (NIRN) and State Implementation and Scale-up of Evidence-Based Practices (SISEP)

3 To make this day the best possible, we need your assistance and participation Be Responsible –Attend to the “Come back together” signal –Active participation…Please ask questions Be Respectful –Please allow others to listen Please turn off cell phones and pagers Please limit sidebar conversations –Share “air time” –Please refrain from and Internet browsing Be Safe –Take care of your own needs Group Expectations

4 Setting Up Active Engagement Choral Responding Partners Cloze Reading

5 For responses that are shorter, you will be asked to respond chorally. I will ask the question and raise my hands, this means think, don’t blurt. When I lower my hands and you will respond all together. All together now!

6 Hey there, partner! For responses that are longer, you will be asked to share thoughts and ideas with a partner throughout the session today. Decide which person sitting next to you will be your partner today.

7 Another strategy for active engagement that we will be using today is Cloze Readings. When we come to a slide set up for cloze readings, you will see that some of the words are in red. I will read the slide out loud and when we come to a word in red, I will stop and you will read that word. Ready? Let’s practice.

8 1.Common Understandings 2.Functional Behavioral Assessment (FBA) Defined 3.Understanding the Functional Assessment Checklist for Teachers and Students (FACTS) Interview 4.Understanding ABC Observations 5.Homework and Next Steps

9 Goals for Day One… By the end of the first day, participants will be able to: Provide a definition of a Functional Behavioral Assessment (FBA) Describe the differences between a comprehensive and practical FBA Use the FACTS interviews with staff and student Use information from the FACTS interview to plan for observations Observe students within routines identified by the FACTS using the ABC Recording Form Summarize results from the ABC observation & compare with the FACTS summary statement/hypothesis

10 Goals for Day Two… By the end of the second day, participants will be able to: Complete a competing behavior pathway based on the summary statement/hypothesis Use the information from the competing behavior pathway to develop a function-based behavior support plan Understand the importance of having an intervention implementation plan Understand how to collect data to determine the impact of the intervention Understand the importance of collecting fidelity data for decision making

11 Role Specific Goals for Today… School professionals with “flexible role”: –Increased knowledge of the components of a Practical FBA –Increased understanding of how to complete a Practical FBA –Expectation that you will be completing Practical FBAs back in your building –Taking the lead in completing the homework activities

12 Role Specific Goals for Today… Classroom Teachers: –Increase knowledge of the components of a Practical FBA –Increased understanding of how a Practical FBA should be completed –Understanding of the role of the classroom teacher in a Practical FBA –Participation in and/or support for the completion of the homework activities –A willingness to communicate when they see ineffective FBA practices occurring

13 Role Specific Goals for Today… Principal/Administrator: –Increase knowledge of the components of a Practical FBA –Increased understanding of how a Practical FBA should be completed –Understanding of the role of the classroom teacher in a Practical FBA –Understanding of the role of the person(s) leading the completion of the Practical FBA –Participation in and/or support for the completion of the homework activities –A willingness to communicate when they see ineffective FBA practices occurring

Common Understandings

15 There are two prerequisite concepts that staff must operate from to be effective problem solvers.

16 Prerequisite 1: Behavior is highly malleable – it can be change

17 Prerequisite 2: Teachers must recognize that they need to manipulate the variables that are within their control and not worry about those outside their control.

Prerequisite Review 1’s tell 2’s what the first prerequisite concept staff must have 2’s tell 1’s the second prerequisite concept staff must have Your Turn

19 STOIC Variables Structure –Create a classroom environment that is structured for success Teach –Schedule activities and lessons designed to create variety and engagement –Teach and re-teach age-appropriate lessons on behavioral expectations, as needed Observe –Circulate throughout the classroom unpredictably to prompt responsible behavior –Visually scan to monitor alignment with expectations

20 Interact –Provide frequent non contingent attention –Provide age-appropriate, non-embarrassing, positive feedback –Maintain at least 3:1 ratio of interaction Correct –Implement preplanned consequences for rule violations and other chronic misbehavior –When misbehavior occurs, correct calmly consistently, briefly, and immediately. STOIC Variables

21 Your Turn S T O I C

22 A-B-C Defined Anteceden t BehaviorConsequence When ___ happens… the student does (what) _________ … because (why) _________

23 Partner Activity Partner 2 tell Partner 1 the A- B-C’s of BehaviorPartner 2 tell Partner 1 the A- B-C’s of Behavior Partner 1 tell Partner 2 where to place the why, what and when (A-B-C)Partner 1 tell Partner 2 where to place the why, what and when (A-B-C)

24 Characteristics of Behavior Behaviors must be observable and measurable Behaviors should be so clearly defined that a person unfamiliar with the student could recognize the behavior without any doubts!

25 If a behavior is observable you must be able to: –see it, –hear it, –touch it, or –otherwise prove it exists If a behavior is measurable you must be able to determine: –how many (count) –how long (duration) –how accurate (percentage), –how far (distance), –other measurements (weight, force, etc.)

26 Antecedents Find out the events that occur right before the behavior Allows you to predict where and when the specific behavior occurs

27 Consequences Find out what happens after the behavior occurs – WHY? Outcome or consequence to the behavior

28 ABC versus STOIC ABC – describes the student’s behavior STOIC – describes actions adults can take

29 ABC alongside STOIC AntecedentStructure Teach BehaviorObserve ConsequenceInteract Positively Correct Fluently

30 Behaviors are Learned We do know that our behaviors are learned and continue because they serve some purpose or function. That is, we engage in behavior because we have learned that certain desirable outcomes are likely.

31 We do know that our behaviors are ______ and continue because they serve some purpose or _______. That is, we engage in behavior because we have _______ that certain desirable outcomes are ______. Your Turn