1. Behavior Progress: Connecting the FBA, IEP, and PBSP to Support the Total Student Module 2: Conducting the FBA

2. FBA as a Discussion What has been your involvement with the FBA process? How useful are the current FBA’s you have reviewed? What are any circumstances that have impacted the overall effectiveness of conducting and implementing components of the FBA?

3. When to Initiate an FBA: When a Targeted behavior impacts the educational success of a student When new, interfering behaviors that have not been targeted are performed by a student When a recommendation for an alternate placement is made by the team (movement from less restrictive to more restrictive, Level II offense) Need to consider more than 10 school days consecutively Need to consider more than 15 school days cumulatively Exclusion of students with an Intellectual Disability (ID) Service Agreement (504 Plan) for students with behavioral needs CSAP process

4. Functions of the FBA as a TEAM process Determine the setting, environmental, location, and influences of a targeted behavior Provides unbiased data of targeted behaviors to determine the A-B-C correlation and lead to the development of targeted goals and Positive Behavior Support Plan

5. The FBA process The FBA targets a single (1) behavior The FBA gathers observational data conducted over a period of time The FBA requires statistical data (baseline) to determine the frequency and effect of the targeted behavior The FBA is a compilation of data-TEAM PROCESS The FBA informs data to determine goals and objectives

6. The FBA-Assessment When behaviors persist that have not been targeted, a PTRE should be issued (PATTAN STATE form) So as not to interfere with yearly cycle of evaluation cycle The Easysystem serves as the template for conducting the FBA- baseline data supports the development of the FBA to determine the causes, frequency, and starting point for a targeted behavior

7. Student Case Teachers indicate that James is a very bright young man, who becomes easily distracted and fails to complete any assignments. He is often engaged in playful antics with other students, and refuses to follow teacher directions to complete work assignments. James is a third grade student, who is reading on grade level and completing math operations 2 years below grade level. He received a grade of D for 1 st marking period and an F for the 2 nd marking period. James has a diagnosis of OHI, and teachers feel he needs a smaller class size because of the behaviors he is exhibiting. WHAT WILL BE OUR STEPS/NEEDS IN ORDER TO POSITIVELY SUPPORT THIS STUDENT AND HIS BEHAVIOR NEEDS?