Functional Behavior Assessment The foundation of behavior intervention planning Kathy Kiniry

Functional Behavior Assessment Process of gathering information to assist the team in understanding the function (purpose) of the target behavior. Understanding function of behavior allows teaching of more effective and or efficient behavioral alternatives

Functional Behavior Assessment A method for identifying the variables that: 1. Reliably predict the target behavior 2 Maintain the target behavior

Replacement Behavior Those behaviors that serve the same function as the undesired behavior “What we rather a student do”

Our intent should not be keeping students away from getting what they want, but figuring out what they want and teaching them more efficient ways to get it

Functions of Behavior 2 General Purposes 1. To get something Attention Objects Power Self-stimulation “Want”

Function of Behavior purpose 2. To escape or avoid something Tasks Embarrassment Situations Persons Failure

A Good Functional Behavior Assessment Will assist the team in the development of a Behavior Intervention Plan by identifying whether the target behavior is a: Skill Deficit or Performance Deficit

Skills Based Deficit Student has not learned to perform the given behavior. The behavior is not part of the students repertoire Coping skills Getting along with others Accepting feedback Making friends Academic skills Following directions

Performance Deficit Student possesses the skills , but does not perform it under the desired circumstances Getting along with others Staying in class Following directives Keeping all materials together

Where to begin…… To determine if the behavior is a skill or performance deficit, we must have evidence to support the determination

TARGET BEHAVIOR Observable Able to be counted The behavior that is interfering with school progress. The target behavior must be: Observable Able to be counted It takes time to really identify the target behavior. Examples…

Observable behavior Running out of the classroom Arguing with the teacher Hitting others Not following adult directives Swearing Throwing desks Refusing to follow instructions (puts head down)

Non-observable behavior Disrespectful Disruptive Annoying Pain Non-compliant Disobedient Rude

How do we know???? After the target behavior is identified…. Triangular Assessment

Triangular Assessment Data Collection Observation of target behavior Existing sources aligning target behavior Indirect assessments aligning target behavior

Psychological Records DIRECT OBSERVATION TARGET BEHAVIOR INDIRECT ASSESSMENTS Interviews Behavior Rating Scales Checklists Existing Sources Point sheets Attendance Records Incident Logs Level System Data Psychological Records

How can we manage this?? TEAM WORK

Direct Observation Observation of the target behavior ABC Format Counting Observation should only last for 15 minutes Should be in more than 1 setting Observe in a setting where the problem behavior does not occur

Collect all information After all the information has been collected. Consider all the information Find common themes Did the team target the right behavior? Is there a pattern? DO we have enough information or DO we need more? If so, what do we need. A re-eval may be needed to collect additional information. Do we have enough to identify the function

It’s all about the function When (summarize the antecedents/triggers) This student (the problem behavior) In order to (summarize “payoff”)

Process Example Target Behavior: Kathy is verbally aggressive toward peers

What we learned from the FBA Student eats alone, has no peer group Discipline slips related to incidents with peers Observations support problems with peers on playground, lunch room and during classroom transitions Interviews indicate: no friends after school, not involved in outside activities, student states “no one likes her”

Hypothesis…. During non-structured time with peers Kathy will verbally banters (escalates to intervention by teacher) with others in order to gain attention from them.

Skill or Performance? Does Kathy have the skills to get along with other? Site evidence Does Kathy have the needed skills, but does not perform them in the desired situation. Site evidence

Skill or Performance

Skill Deficit Plan Performance Deficit Plan The plan becomes instructional Teach new skills that are not acquired or need practice Includes reinforcement Performance Deficit The Plan needs to motivational Tied to individual motivators

Which is it? Let’s do the plan!

Replacement Behavior: Kathy will interact with peers in a “friendly manner” Participate in school friendship club Meet with counselor/teacher to discuss how to be a friend Kathy will keep of journal of practice situations Informal commitment from Kathy to try to use friendship skills in a natural setting Parents will be provided with books for reading at home related to friendship Kathy will receive tokens for using her new skills, token may be used for a menu of rewards weekly

William – 9th grader FBA process checklist complete Target Behavior- Refusal to complete assignments- escalates until student walks out or puts head down FBA process checklist complete

Results of FBA Written work is illegible In resource for written expression- Below Basic on ELA PASS past 3 years Slow to copy from board- unreadable Spelling skills on the 3rd grade level Completes reading tasks, short answer, T/F, multiple choice Does well in math and science, drafting Interview with student- hates English- “can’t write”

Skill Deficit or Performance Deficit Evidence

The PLAN Replacement Behavior: William will attempt to complete written assignments using the following supports: Note taking template Copy of notes Additional time for editing Seek assistance from teacher if needed at the end of class

Suggestions for Skill and Performance Deficits Skill Deficits Teach the skill directly Definition Examples Models Practice Positive outcomes Performance Deficits Behavior Management system with strong home/school collaboration Daily behavior logs with”payback” daily or weekly Behavior Contract with “payback” included Level System

Some disabilities have very specific behaviors Points to consider….. Some disabilities have very specific behaviors Autism Anxiety disorders Poor social skills Staff must be trained on specific strategies to support students.

FeeDback….. Teachers need feedback If we see a teacher’s behaviors increase or decrease problem behavior we must discuss it with them or share decreasing behaviors with other. Like students, teachers are doing the best they can with the tools they have…. Train them on effective strategies Fill their toolbox Be sure they continue to provide Professional Development, it’s tough out there!

Questions Thank you! kathykiniry1@me.com 843-224-7852