Functional Behavioral Assessment Mini-Module

Outcomes Define changes to Chapter 14 regarding Functional Assessment and Positive Behavior Support Define Positive Behavior Support Define 3 levels of functional assessment

Positive Behavior Support Behavior support programs and plans must be based on a functional assessment of behavior and utilize positive behavior techniques. When an intervention is needed to address problem behavior, the types of intervention chosen for a particular student or eligible young child must be the least intrusive necessary. §14.133(a), §711.46(a)

Positive Behavior Support The use of restraints is considered a measure of last resort, only to be used after other less restrictive measures, including de-escalation techniques. NEW §14.133(a), § (a)

Positive Behavior Support Positive behavior support plans – A plan for students with disabilities and eligible young children who require specific intervention to address behavior that interferes with learning. A positive support plan must: Be developed by the IEP team, Be based on a functional behavior assessment, Becomes part of the individual eligible young child’s or student’s IEP NEW §14.133(b), §711.46(b)

Positive Behavior Support Positive behavior support plans Such plans must include methods that utilize positive reinforcement and other positive techniques to shape a student’s or eligible young child’s behavior, ranging from the use of positive verbal statements as a reward for good behavior to specific tangible rewards §14.133(b), §711.46(b)

Positive Behavior Support School entities have the primary responsibility for ensuring that positive behavior support programs meet regulatory requirements, including the training of personnel for the use of specific procedures, methods and techniques having a written policy and procedures on the use of positive behavior support techniques and obtaining parental consent prior to the use of restraints or intrusive procedures In accordance with their plans, agencies may convene a review, including the use of human rights committees, to oversee the use of restrictive or intrusive procedures or restraints. §14.133(f), §711.46(f)

Positive Behavior Support Subsequent to a referral to law enforcement, for students with disabilities who have positive behavior support plans, an updated functional behavior assessment and positive behavior support plan must be completed. NEW §14.133(h), §711.46(h)

The following methods may NOT be used… Corporal punishment Punishment for behavior that is caused by the student’s disability Locked rooms, locked boxes, or other locked structures or spaces from which the student cannot readily exit Noxious substances Deprivation of basic rights, such as withholding meals, water, or fresh air Treatment of a demeaning manner Electric shock Suspension or removal s from classes for disciplinary reasons that form a pattern. §14.133(e 1-8)

10 What is Positive Behavioral Support? A new way of thinking about behavior Broadens intervention from only one approach - reducing challenging behavior to….. Encompasses multiple approaches: changing systems, altering environments, teaching skills, and appreciating (actively acknowledging) positive behavior

11 PBS Includes A team process for goal setting Functional Behavioral Assessment Behavior intervention plan design, implementation, and evaluation This means that everyone is prepared to interact with the child in the same way.

12 IEP teams determine that the student’s behavior impedes his/her learning or that of others Start Conduct Functional Assessment YES NO High Confidence in Hypothesis Conduct Full Functional Assessment Develop Positive Behavior Support Plan Satisfactory Improvement YES Monitor & Modify PBSP Regularly Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/08

13 FBA is a process for gathering information to understand the function (purpose) of behavior in order to write an effective positive behavior support plan. Functional Behavior Assessment (FBA)

14 Assumptions Underlying FBA Behavior is learned and serves a specific purpose. To get To avoid Behavior is related to the context within which it occurs

15 Questions to Address How often does the target behavior occur & how long does it last? Where does the behavior typically occur/never occur? Who is present for the occurrence/nonoccurrence of the behavior? What is going on during the occurrence/nonoccurrence of the behavior? When is the behavior most likely/least likely to occur? How does the student react to the usual consequences that follow the behavior?

16 Analyzing Patterns Under what circumstances or antecedent events is the target behavior most/least likely? WHEN? WHERE? WHAT? WHO? WHY? What consequences or results predictably follow the target behavior? WHAT DO THEY GET? WHAT DO THEY AVOID? What broader issues are important influences on behavior?

17 Summary Statement 1. When this occurs… (describe circumstances/antecedents) 2. the child does… (describe target behavior) 3. to get/to avoid… (describe consequences)

18 IEP teams determine that the student’s behavior impedes his/her learning or that of others Start Conduct Functional Assessment YES NO High Confidence in Hypothesis Conduct Full Functional Assessment Develop Positive Behavior Support Plan Satisfactory Improvement YES Monitor & Modify PBSP Regularly Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/08

19 Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/08 FBA LEVELS A-B-C data Structured, Planned Observation 3. Direct Observation Checklist Functional Assessment Interview Initial Line of Inquiry 2. Indirect Archival Review Problem Solving Meeting 1.Informal

20 Informal  Archival Review  Office Discipline Referrals  Problem Solving Meeting

21 Mark Banks

22

23 Math Class

24

25

26

27 Mark As a result of a brief problem solving meeting based of office discipline referrals Setting Events/Antecedent Math Class Certain group of boys Target Behavior Inappropriate Language Function (Reinforcer) Detention with same group of boys To gain peer attention

28 IEP teams determine that the student’s behavior impedes his/her learning or that of others Start Conduct Functional Assessment YES NO High Confidence in Hypothesis Conduct Full Functional Assessment Develop Positive Behavior Support Plan Satisfactory Improvement YES Monitor & Modify PBSP Regularly Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/08

29 Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/ InformalArchival Review Problem Solving Meeting 2. IndirectChecklist Functional Assessment Interview Initial Line of Inquiry 3. Direct Observation A-B-C data Structured, Planned Observation FBA LEVELS 30% Reliability in identifying function 60-80% reliable

30 Functional Assessment Tools Functional Assessment Team Forms Functional Assessment Interview Forms Functional Assessment Behavioral Pathways Functional Assessment Observation Tools

31 IEP teams determine that the student’s behavior impedes his/her learning or that of others Start Conduct Functional Assessment YES NO High Confidence in Hypothesis Conduct Full Functional Assessment Develop Positive Behavior Support Plan Satisfactory Improvement YES Monitor & Modify PBSP Regularly Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/08

32 Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/ InformalArchival Review Problem Solving Meeting 2. IndirectChecklist Functional Assessment Interview Initial Line of Inquiry 3. Direct Observation A-B-C data Structured, Planned Observation FBA LEVELS

33 Positive Behavior Support Functional Assessment Behavior Support Plan On going assessment and monitoring

34 Positive Behavior Support Plan Proactive Adjusting the environment that reduce the likelihood of problem behavior occurring Allowing the student to be independent and successful Examples: modifying the curriculum, reorganizing the physical setting, clarifying routines and expectations

35 Positive Behavior Support Plan Educative Teaching replacement skills Allowing students to meet objectives in more effective, efficient, and appropriate ways (e.g., communication alternatives) Examples: Communication Alternatives

36 Positive Behavior Support Plan Effective Managing consequences to reinforce desired behaviors and replacement skills Withholding reinforcement following target behavior Examples: Praise, Access to reward, verbal redirect, loss of privilege

37 Antecedent Setting EventTarget Behavior Desired Behavior Acceptable Alternative Reinforcement Reinforcement (< R+) Antecedent Modifications Reinforcement (Function) The summary statement is the foundation for a positive and supportive plan

38 Behavior Strategies Worksheet Student Name: _______________________________ Date:___________ Trigger/Antecedent Problem Behavior Maintaining Consequence Antecedent Strategies New Skills Consequence Strategies