Behavior & Classroom Management Chris Borgmeier, PhD Portland State University cborgmei@pdx.edu www.web.pdx.edu/~cborgmei

Functional Behavioral Assessment & Individualized Interventions

Traditional Assessment Data How would you intervene? 6-year old boy named Joey with a diagnosis of Attention-Deficit Hyperactivity Disorder in Kindergarten IQ of 94 on WISC III-R The following were his scores on the Preschool & Kindergarten Behavior Scales 95th %ile on the Social Skills Scale With elevations in Social independence 98th %ile on the Problem Behavior Scale With elevations in Social withdrawal and attention problems

Functional Assessment Data How would you intervene? 10 year-old boy named Joey Records review: strong grades, creative writer When given long, repetitive fluency building tasks such as cursive writing exercises or division fact exercises (i.e., over 10 minutes), Joey verbally refuses to continue working, throws materials, and swears at teachers and peers. He receives peer and teacher attention following these problem behaviors Problem behaviors are unlikely to occur when given group work or independent seat work that has a strong practical and applied purpose

What is Functional Behavioral Assessment (FBA)? An assessment used for students with the most significant behavior problems to: identify the Function of problem behavior – or how the problem behavior is paying off for the student identify the variables that predict and maintain problem behavior develop a Behavior Support Plan (BSP) based on the function of behavior

Who should be referred for an FBA?

CONTINUUM OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT School/Classroom- Tertiary Prevention: FBABSP for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

FBA/BSP as a Protection for Students The law has built in safeguards for IEP students with significant behavioral concerns to protect their right to an appropriate education We cannot by law continually remove students from instruction (through detention, suspension or a change in placement) due to behavior problems By doing so we are depriving them of FAPE (a Free Appropriate Public Education)

First, who is legally required to have an FBA completed? FBA is required by LAW for students with IEPs who have missed 10 days of instruction (due to suspension or change in placement) for disciplinary reasons We need to identify students at-risk of missing 10 days of school due to suspension & begin an FBA when students reach 6-7 days of suspension

Why do we need FBA/BSP? Schools have an obligation to educate ALL students, even those who pose the most significant behavioral challenges Schools need the best tools available to support students with significant behavioral concerns Research shows developing behavioral interventions based on function of behavior is most effective

Who else can be referred for FBA? FBA is not only for SPED students, but it can only be legally required for SPED students FBA is also for students who: chronically engage in problem behavior disruptive to the school environment you have tried a variety of interventions, but nothing has worked previous SST, IEP, etc. has not been effective engage in potentially dangerous behavior

ACTIVITY Prioritize these students according to how much they need an FBA Date = December 8th Jorge - 7 days of suspension, w/ IEP Nick – 12 office referrals, 6 days of suspension w/ no IEP, no SST Claudia - 11 days of suspension, w/ IEP Fatima – 2 days of suspension, w/ IEP Bjorn – 14 days of suspension – no IEP, w/ SST

Prioritize the students below in how much they need an FBA Claudia - 11 days of suspension, w/ IEP She is out of compliance by Law – need FBA started today Jorge - 7 days of suspension, w/ IEP IEP student who is quickly approaching 10 days of suspension Bjorn – 14 days of suspension – no IEP, w/ SST No legal mandate, but student for whom an SST has not been working w/ too much suspension – certainly would benefit from FBA, but not mandated, yet Nick – 12 office referrals, 6 days of suspension -- no IEP, no SST Refer for SST, other students should be priority right now Fatima – 2 days of suspension, w/ IEP No great risk of yet

FBA: Team Process

Who should attend FBA meetings? Behavior Specialist (often School Psych or SpEd) Principal Teachers who work with student Both Gen Ed & SpEd Other staff who work closely with the student Parent Student (if old enough – team decision) An FBA meeting for an IEP student is an IEP meeting, so all required attendees must be present

FBA Team members

FBA Process -- Meetings Day 1  Next 2 wks Day 14  Next 2 wks Day 28  Ongoing  Initial FBA meeting Team disburses and gathers functional assessment data FBA/BSP meeting - team reconvenes to review assessment information & develop behavior plan Team implements behavior plan & collects data Behavior Plan Review - Team reconvenes to look at data to Review effectiveness and implementation of behavior plan Continue to implement behavior plan or changes as needed Review Meeting - Reconvene as needed depending on success of behavior plan