Functional Assessment of Behavior EDS 240 Case Staffings Stephen E. Brock, Ph.D., NCSP California State University, Sacramento

Fieldwork Unless you are requesting an extension (for reasons that are beyond your control), everyone should have finished collecting FBA data (including a baseline) and be writing their FBA report (due next week) and beginning to work on the BIP. If you have been given or are requesting and extension, please send me an email with the specific reason and when the FBA will be turned in

Case Staffing Goals Verify the target behavior. Verify the replacement behavior. Share the behavior history (including internal and external factors that might predispose behavior) Specify the working hypothesis for the function of the target behavior. Verify you used (will use) the appropriate baseline data collection strategy. If available specify the free operant level of the behavior Share available indirect assessment data Specify antecedents for target and replacement behaviors Specify consequences for target an replacement behavior Some students may require special programming because they exhibit maladaptive or severely aggressive behaviors. The programs designed to modify maladaptive behaviors must emphasize the development of desirable and adaptive behaviors, rather than merely the elimination or suppression of undesirable behaviors. Goals relative to behavioral intervention, like other aspects of a pupil’s individualized educational program, must reflect evaluation and decision by the IEP team. Behavioral interventions respect the student’s human dignity and personal privacy. Such interventions shall assure the pupil’s physical freedom, social interaction, and individual choice. Special attention must be directed to assuring protection of the rights of the students.

Case Staffing Goals Share available direct assessment data Specify antecedents for target and replacement behaviors Specify consequences for target an replacement behavior Specify the function(s) of the target behavior Begin to develop recommendations How will you set the student up for success? How will you teach that the replacement behavior is an effective way to obtain behavioral goals? How will you teach that the target behavior is an inefficient way to obtain behavioral goals? Specify any other actions that need to be taken to address the students behavior Some students may require special programming because they exhibit maladaptive or severely aggressive behaviors. The programs designed to modify maladaptive behaviors must emphasize the development of desirable and adaptive behaviors, rather than merely the elimination or suppression of undesirable behaviors. Goals relative to behavioral intervention, like other aspects of a pupil’s individualized educational program, must reflect evaluation and decision by the IEP team. Behavioral interventions respect the student’s human dignity and personal privacy. Such interventions shall assure the pupil’s physical freedom, social interaction, and individual choice. Special attention must be directed to assuring protection of the rights of the students.

Completing the FBA Consult, consult, consult!! Fieldwork supervisors Each other Me Some students may require special programming because they exhibit maladaptive or severely aggressive behaviors. The programs designed to modify maladaptive behaviors must emphasize the development of desirable and adaptive behaviors, rather than merely the elimination or suppression of undesirable behaviors. Goals relative to behavioral intervention, like other aspects of a pupil’s individualized educational program, must reflect evaluation and decision by the IEP team. Behavioral interventions respect the student’s human dignity and personal privacy. Such interventions shall assure the pupil’s physical freedom, social interaction, and individual choice. Special attention must be directed to assuring protection of the rights of the students.

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