1. Behavior & Classroom Management
Chris Borgmeier, PhD
Portland State University

2. Functional Behavioral Assessment & Individualized Interventions

3. 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

4. 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

5. 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

6. Who should be referred for an FBA?

7. 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

8. 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)

9. 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

10. 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

11. 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

12. 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

13. 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

14. FBA: Team Process

15. 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

16. FBA Team members

17. FBA Process -- Meetings
Day 
Next 2 wks
Day 
Next 2 wks
Day 
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