1. Functional Behavioral Analysis Behavior Intervention Plans Jones, K. M., & Wickstrom, K. F. (2009). Using functional assessment to select behavioral interventions. In G. G. Peacock, R. A. Ervin, E. J. Daly III, & K W. Merrell (Ed.S) Practical handbook of school psychology: Effective practices for the 21st century. New York: Guilford Press.

2. FBA: Basics FBA defined: a systematic process for identifying variables that reliably predict and control problem behavior. The purpose of FBA is to improve the effectiveness, relevance, and efficiency of behavior intervention plans by matching treatment to the individual characteristics of the child and his or her environment Primary Assumptions The same behavior exhibited by two children can actually serve a different function, thus warranting different interventions. Different behaviors exhibited by two children can serve the same function, thus warranting the same intervention.

3. How FBA Helps Interventions 1. The antecedents and consequences that maintain adaptive responses can be strengthened. 2. The antecedents and consequences that maintain maladaptive behavior can be weakened, avoided, or "reversed" so that they are associated only with alternative, appropriate responses. 3. It is possible to avoid the unnecessary use of extrinsic rewards and punishments, which may temporarily work but, in the long run, fail to compete with existing antecedents and consequences currently maintaining problem behavior. 4. It is possible to avoid counter-therapeutic interventions that inadvertently strengthen maladaptive behavior. 5. By clarifying assessment and those conditions that lead to behavior change, it is possible to increase fluency in linking assessment to intervention.

4. Foundations Functional Contextualism: assumes that the ultimate goal of is effective action. Assessments focus less on classification and prediction and more on data linked directly to behavior change and improved child outcomes.

5. Questions and Steps Foundational QuestionsSteps to FBA 1. Is there a problem and what is it? 2. Why is the problem happening? 3. What can be done about the problem? 4. Did the intervention work? 1. Clarify the purpose of assessment. 2. Define the problem. 3. Develop a progress monitoring system. 4. Identify variables that are functionally related to targeted responses. 5. Design interventions. 6. Evaluate interventions.

6. Steps 1 and 2 Step 1: Clarify Purpose of AssessmentStep 2: Define the Problem Goal: to better understand the conditions that increase or decrease the frequency, duration, or intensity of behavior. More time may be spent assessing the environment than the child. The goal is not for diagnosis but for understanding Identify any: ◦ Missing skills  Does not know skills ◦ Performance deficits  Deficit (positive skills too infrequent)  Excess (negative happens too often) ◦ Inappropriate responses  Actions keep the child from developing skills or performing them correctly

7. Steps 3 and 4 Step 3 & 6: Develop a Progress Monitoring System/ Evaluate Interventions Step 4: Identify Variables That Are Functionally Related to Target Responses Techniques ◦ Observations ◦ Ratings Systems ◦ Baseline ◦ Regular Data Collected Throughout Evaluate Interventions ◦ Analyze Data to Make Changes or Determine Termination. Positive Reinforcement Negative Reinforcement Nonsocially Mediated Reinforcement ◦ Individual’s actions are reinforcing to themselves Antecedents ◦ Discriminative stimuli are events that cue behaviors (e.g., a red light) ◦ Establishing Operations are factors that might change the value of a reinforcer or punisher (e.g., hunger)

8. Targets for Change Common ConsequencesCommon Antecedents Attention (e.g., praise, accessibility, reprimands, stares) Tangible Possession (e.g., stickers, toys, citations, disciplinary slips) Edible Consumption (e.g., candy, dessert, vegetables, less food) Activity Engagement (e.g., games, television, duties, chores) Sensory Stimulation (Sounds, smells, altered biochemical states) Change agents (e.g., parent, peer) Instructional factors (e.g., individual versus group work, passive versus active, length) Environmental (e.g., noise level, transitions, seating), Social (e.g., peer prompts, praise, gender) Physiological (e.g., lack of sleep, illness).

9. Targets for Analysis Skill deficit (can’t do)Skills Intervention No evidence of skill mastery Excessive prompts or assistance are given. The steps in the desired skill are unclear. Opportunities or prompts to demonstrate the skill are rare. Opportunities to observe others demonstrate the skill are rare. Opportunities to rehearse or practice the skill are rare. Teaching interactions Increase opportunities to respond

10. Targets for Analysis Performance deficit (won’t do)Performance Interventions Behavioral expectations are unclear. The consequences for expected performance are unclear. Expectations and consequences are not posted. Prompts for comprehending instructions are rare. Incentives and positive consequences for expected performance are rare. The rationale for expected performance is not communicated clearly. Alter establishing operations Differential reinforcement

11. Targets for Analysis Performance excess (won’t stop)Performance Interventions Teacher or peer attention often follows performance. Performance produces sensory stimulation. Performance leads to assistance with the task. Performance results in temporary escape from work. Performance is more likely when request or choice is denied. Performance is more likely when there is a threat of punishment. Alter establishing operations Differential reinforcement Extinction Positive punishment Negative punishment