Functional Behavior Assessment

Functional Behavior Assessment
Supplement (Fall 2008)

Chapter 14 New Requirement
4/21/2017 IEP teams determine that the student’s behavior impedes his/her learning or that of others Start Conduct Functional Assessment Chapter 14 New Requirement High Confidence in Hypothesis Develop Positive Behavior Support Plan YES NO This flow chart is intended to provide IEP teams guidance with regards to the new requirements of Chapter 14. When the IEP checks the special consideration section of the IEP that indicates the student’s behavior impedes his/her learning and that of others based on new Chapter 14 requirements the team must conduct a functional assessment of behavior and develop a Positive Behavior Support Plan (PBSP). The intensity of the functional assessment is based on the degree of confidence the team places in the hypothesis reached during the FBA process. This flow chart guides the decision making. NO Conduct Full Functional Assessment Satisfactory Improvement YES Develop Positive Behavior Support Plan Monitor & Modify PBSP Regularly Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/08 2 2

Functional Behavior Assessment (FBA)
FBA is a process for gathering information to understand the function (purpose) of behavior in order to write an effective positive behavior support plan. Clearly describes the challenging behaviors, including behaviors that occur together Identifies the events, times, and situations that predict when the challenging behaviors will and will not occur across the range of daily routines Identifies the consequences that maintain the challenging behaviors (what the person “gets out” of the behaviors, e.g., attention, escape, preferred items) Develops one or more summary statements or hypotheses that describe specific behaviors, specific types of situations in which they occur, and the reinforcers that maintain the behaviors in that situation Collects directly observed data that support these summary statements

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 These are critical points for IEP teams to understand regarding the function of behavior in order to generate a strong hypothesis statement.

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? This slide provides guidance with regard to the essence of a good FBA.

Functional Behavioral Assessment
4/21/2017 4/21/2017 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?

4/21/2017 4/21/2017 Summary Statement 1. When this occurs… (describe circumstances/antecedents) 2. the child does… (describe target behavior) 3. to get/to avoid… (describe consequences) Critical to the FBA process. This summary statement is the basis for an effective Positive Behavior Support Plan (PBSP).

History of intervention for current behavior
STEP 3: FUNCTIONAL BEHAVIOR ASSESSMENT SUMMARY History of intervention for current behavior Antecedent (prevention) strategies: Consequence strategies: Observation Data Summary (attach graphic representation of observation data collected) How often does the behavior occur? How long does it last? At what intensity does it occur? Describe any patterns to the occurrence of the behavior detected through analysis of data. Antecedent and Consequence Factors What antecedents are present when the behavior occurs? (describe specifically and include all identified) What consequences appear to be maintaining the behavior? (describe specifically and include all identified) Hypothesis Regarding Function(s) of Behavior To get: (describe) Attention___________________________________________________________________________ Activities/Items______________________________________________________________________ Sensory stimulation__________________________________________________________________ To avoid, delay, or escape: (describe) Activities/Items _____________________________________________________________________ Hypothesis Statement: When_____________________________________________________________________________ The student (name) will_______________________________________________________________ In order to _________________________________________________________________________

Chapter 14 New Requirement
4/21/2017 IEP teams determine that the student’s behavior impedes his/her learning or that of others Start Conduct Functional Assessment Chapter 14 New Requirement High Confidence in Hypothesis Develop Positive Behavior Support Plan YES NO FBA process—this slide is to prepare the audience to consider the various levels of FBA based on the confidence in the team generated hypothesis statement. NO Conduct Full Functional Assessment Satisfactory Improvement YES Develop Positive Behavior Support Plan Monitor & Modify PBSP Regularly Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/08 9

FBA LEVELS 1.Informal Archival Review Problem Solving Meeting
2. Indirect Checklist Functional Assessment Interview Initial Line of Inquiry 3. Direct Observation A-B-C data Structured, Planned Observation FBA LEVELS This slide is adapted from a presentation by Horner and Sugai. As the team goes from level 1 to level 3, the amount of staff time and resources increase. Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/08

4/21/2017 4/21/2017 Informal Archival Review Office Discipline Referrals Problem Solving Meeting This slide defines the first level of FBA. At this level the team is reviewing already available data. Based on this data, the team meets to discuss student behavior and generate an hypothesis statement.

Mark Banks The next 6 slides create an example from a school that collects data on all office discipline referrals. In this case, Mark Bank’s IEP team checked the section of the special considerations portion of the IEP regarding behavior. Based on the guiding questions presented in slide 14, the team retrieved data on referrals for Mark based on the problem behavior.

In order to gain further insight, the team reviewed Mark’s behavior based on location in order to determine where most of Mark’s problems behavior occur.

Math Class To further refine the analysis, the referrals were grouped based on time of day. In Mark’s case most of his issues occurred between 10-10:30 (during math class).

This data lets the IEP team know that typically Mark receives a detention for engaging in the inappropriate behaviors referred to the office.

As part of the school’s data collection system, referring staff are required to hypothesize the motivation for each Office Discipline referral at the time of the referral.

Another important data point tracks through the School Wide Information System (SWIS) whether or not others were involved at the time of the referral. In Mark’s case, typically other peers are involved. As part of this first level of assessment this data is important to consider.

4/21/2017 Mark As a result of a brief problem solving meeting based on office discipline referrals Function (Reinforcer) Detention with same group of boys To gain peer attention Setting Events/Antecedent Math Class Certain group of boys Target Behavior Inappropriate Language Based on the data provided and in the previous slides and additional information share in the team meeting, above is the hypothesis generated by the team. 18

Develop Positive Behavior Support Plan YES
4/21/2017 IEP teams determine that the student’s behavior impedes his/her learning or that of others Start Conduct Functional Assessment High Confidence in Hypothesis Develop Positive Behavior Support Plan YES NO If the team has great confidence in the hypothesis generated through the level 1 FBA previously described, the team may move directly in the developing a PBSP. If the team questions the accuracy of the hypothesis, the decision to move into level 2 and 3 FBA is made. NO Conduct Full Functional Assessment Satisfactory Improvement YES Develop Positive Behavior Support Plan Monitor & Modify PBSP Regularly Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/08 20 20

2. Indirect Checklist Functional Assessment Interview Initial Line of Inquiry 3. Direct Observation A-B-C data Structured, Planned Observation FBA LEVELS 30% Reliability in identifying function This slide provides reliability percentages based on research from Dr. Laura Riffel. Dr. Riffel’s website is an excellent resource regarding functional behavior assessment. Informal level of FBA does not have a percentage only because it was not available in the resources reviewed. 60-80% reliable Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/08

Indirect Checklists Functional Assessment Team Forms
Functional Behavioral Assessment 4/21/2017 4/21/2017 Indirect Checklists Functional Assessment Team Forms Initial Line of Inquiry Behavioral Pathways Functional Assessment Interview Forms 22

Use to plan strategies for supporting alternative, desired behaviors
Competing Behaviors Pathways Setting Event Accommodations Triggering Antecedent Accommodations Maintaining Consequence (s) (match function) Desired Alternative Problem Behavior Replacement Behavior Setting Event Triggering Antecedent Problem behavior pathway Maintaining Consequence(s) (match function)

Initial Line of Inquiry
Name:______________________________________ Date: ______________________________________ Strengths of the student: A B C 2 3 1 4 5 Slow Triggers (Setting Events) Fast Triggers (Antecedents) Problem Behaviors (In measurable terms) Actual Consequences Perceived Function (Hypothesis) Llewellyn, G., & Knoster, T. (1997). Screening for understanding of student problem behavior: An initial line of inquiry. Pennsylvania Department of Education.

Student-Assisted Functional Assessment Interview
Student______________________________ Date_____________________________________ School ______________________________ Interviewer________________________________ SECTION I ALWAYS SOMETIMES NEVER 1. In general, is your work too hard for you? 2. In general, is your work too easy for you? 3. When you ask for help appropriately, do you get it? 4. Do you think work periods for each subject are too long? 5. Do you think work periods are too short? 6. When you do seatwork, do you do better when someone works with you? 7. Do you think people notice when you do a good job? 8. Do you think you get the rewards you deserve when you do a good job? 9. Do you think you would do better in school if you received more rewards? 10. In general, do you find your work interesting? 11. Are there things in the classroom that distract you? 12. Is your work challenging enough for you?

Why do you not have problems during this/these times(s)?
SECTION II When do you think you have the fewest problems with _________________in school? (Target Behavior) Why do you not have problems during this/these times(s)? When do you think you have the most problems with __________________in school? (Target Behavior) Why do you have problems during this/these times(s)? What changes could be made so you would have fewer problems with ___________________? What kind of rewards would you like to earn for good behavior or good school work? What are your favorite activities at school? What are your hobbies or interests? If you had the chance, what activities would you like to do that you don’t have the opportunity to do now?

Rate how much you like the following subjects:
SECTION III Rate how much you like the following subjects: Not at all Fair Very Much Reading 1 2 3 4 5 Math Spelling Handwriting Science Social Studies English Music Physical Education Computers Art

Kern, Dunlap, Clarke, & Childs (1994)
SECTION IV What do you like about Reading? What don’t you like about Reading? What do you like about Math? What don’t you like about Math? What do you like about Spelling? What don’t you like about Spelling? What do you like about Handwriting? What don’t you like about Handwriting? What do you like about Science? What don’t you like about Science? What do you like about Social Studies? What don’t you like about Social Studies? What do you like about English? What don’t you like about English? What do you like about Music? What don’t you like about Music? What do you like about Physical Education? What don’t you like about Physical Education? What do you like about Computers? What don’t you like about Computers? What do you like about Art? What don’t you like about Art? Kern, Dunlap, Clarke, & Childs (1994)

STEP 1: FBA INTERVIEW Student Name: Date: School: Grade: DOB:
Educational Program Description: I. Description of the Behavior of concern (specifically describe what the behavior looks and sounds like): Instructions: When the answer is YES, add details on the lines provided. II. Physiological and Medical Factors: 1. Could the behavior be the result of a medical condition or any form of physical discomfort?  NO  YES______________________________________________________________ 2. Could the behavior be related to a side effect of medication?  YES 3. Could the behavior be the result of a deprivation condition (thirst, hunger, fatigue, etc.)? III. Setting Events and Antecedents: 1. Are there circumstances in which the behavior ALWAYS occurs? YES __________________________________________________________________________________________________________________________ 2. Are there circumstances in which the behavior NEVER occurs? YES_______________________________________________________________ 3. Does the behavior occur only (or more often) during particular activities or times?  YES_______________________________________________________________

Skill Deficits Related to Behavior of concern: Could the behavior be related to any skill deficits? (check* all that apply) qAcademic: Task requirements as presented are not at the student’s instructional level in the core areas of Reading, Math, or Writing. qParticipation Skills: The student has difficulty with participating in non-directed, semi-directed, teacher-directed, or peer-directed activities. The student has difficulty in small or large group instruction. qSocial Skills: The student has difficulty acquiring and/or maintaining peer friendships. The student often withdraws from social interaction. The student is often verbally and/or physically aggressive in social interactions. qCommunication Skills: The student has difficulties with requesting what they need, including items, activities, attention, information, changes in the environment, or help. He/she has difficulties in conversational skills and answering questions, understanding non-verbal or verbal language, or following directions. qOrganizational Skills: The student has difficulty with organizing school supplies, study area, time, or projects, organizing class notes, or dividing assignments into task. qSelf-Regulation Skills: The student has difficulties with staying on-task, completing work assignments, handling stressful situations, calming self when agitated, following rules, or difficulty transitioning between activities/places or people. Difficulty with being able to solve a problem. qStudy Skills: The student has difficulty with studying for tests, taking tests, taking notes from lectures, or using studying techniques. qMotor Skills: The student has difficulty with gross motor skills (e.g. running, raising arms, putting feet together, squatting, bending at waist, etc.) or fine motor skills (e.g. pointing, counting with fingers, holding a pencil/pen, holding a fork/spoon, pressing a computer key, using a mouse, etc.). S/he has difficulty with imitating others’ actions. qFunctional Skills: The student has difficulty with performing activities of daily living (e.g. eating, dressing, toileting, grooming). qPlay Skills: The student has difficulty with actively exploring activities/toys in their environment (inside or outside) to play with during leisure time, playing with the items as designated, or engaging in interactive play with peers during activities. *If checked, please refer for further assessment (i.e. Speech & Language evaluation, Occupational Therapy evaluation, curriculum-based assessments, Specific Skills Assessments)

IV. Consequence Factors:
1. Does the behavior allow the student to gain something? A. Preferred activities or items? Indicators: The behavior often occurs when the student sometimes or always regains an item or activity that has been taken away or terminated. The behavior often occurs when the student sometimes or always gains access to an activity or item that he was told he couldn’t have. The behavior rarely occurs when the student is given free access to his or her favorite items or activities.  NO  YES B. Peer or adult attention? Indicators: The student frequently approaches others. The student frequently initiates social interaction. When the behavior occurs, someone usually responds by interacting with the student in some way (i.e. verbal reprimand, redirection, comforting statements). The behavior rarely occurs when the student is receiving attention. 2. Does the behavior allow the student to postpone, avoid, or escape something such as task demands, social interaction, etc.? Indicators: The behavior often occurs when the student sometimes or always postpones or escapes the task demands placed upon him. The behavior rarely occurs when few demands are placed on the student or when the student is left alone. The student is often noncompliant when asked to complete tasks and the student sometimes or always postpones or escapes the tasks. The behavior often occurs prior to predictable demands and the student sometimes or always avoids or postpones the tasks. 3. Does the behavior provide stimulation as an alternative to a lack of active engagement in activities? Indicators: The behavior occurs frequently when the student is alone or unoccupied. The student seems to have few known reinforcers or rarely engages in social interaction activities. When the student engages in the behavior, others usually respond by not attending to the behavior.

4/21/2017 IEP teams determine that the student’s behavior impedes his/her learning or that of others Start Conduct Functional Assessment High Confidence in Hypothesis Develop Positive Behavior Support Plan YES NO NO Conduct Full Functional Assessment Satisfactory Improvement YES Develop Positive Behavior Support Plan Monitor & Modify PBSP Regularly Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/08 33 33

2. Indirect Checklist 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 Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/08

Direct Observation A-B-C data Structured, Planned Observation
Functional Behavioral Assessment 4/21/2017 4/21/2017 Direct Observation A-B-C data Structured, Planned Observation 35

Data Collection Systems
Definition Frequency/Event Recording Measure of the number of times a behavior occurs. Duration Measure of how long the behavior lasts. Latency Measure of how much time elapses between the presentation of a cue, and the occurrence of the behavior. Rate/Percentage Used to measure how often a behavior occurs during a given period of time. Can be converted to percentage to measure how accurate, how many times a student is engaged in a behavior. Magnitude/Intensity Measure of how strongly a behavior occurs (i.e., volume.) This should be used in addition to another measure (i.e., frequency or duration) Levels of Assistance Measure of the number and type(s) or levels of assistance (prompts) that the instructor provides a student. Anecdotal (A-B-C) Provides a descriptive account of the behavior. The purpose of this data is for analysis rather than evaluation. It describes the setting individuals present, the activities and interactions of these individuals and any other relevant variable. Modified Scatter Plot Provides a visual display of the patterns of the targeted behavior by recording the occurrence and non occurrence of the behavior across activities/time frames and days. Interval Recording Provides an estimate of how often a behavior occurs by recording the occurrence or nonoccurrence of the behavior at the end of each equal time intervals. Time Sampling Provides an estimate of how often a behavior occurs by recording the occurrence or nonoccurrence of the behavior at the end of each equal time interval. Generally, the time intervals are longer than those encountered in the interval recording system.

Antecedent – Behavior – Consequence Chart Student: Date: Time Period
Others Present Antecedents What was happening BEFORE the behavior?? Behaviors Describe behaviors in observable terms Consequences What happened AFTER the behavior occurred??

Frequency - Event Recording Data Sheet
Frequency: The number of occurrences of a behavior Student _ Observer _ Target Behavior: _ Date Time Tally Total

Duration - Recording Data Sheet
Duration: The length of time a student engages in a particular behavior Student Observer Target Behavior: Day and Date Time of Initiation Time of Completion Elapsed Time (Duration) Comments 1 2 3 4 5 6 7 8 9 10

Latency Recording Data Sheet
Latency: Measures how long it takes for behavior to begin Student Observer Target Behavior: Date Time of Cue Time of Initiation of Behavior Elapsed Time (Latency) Comments

Frequency of Multiple Behaviors Student: Grade: Date:
Modified Scatter Plot Frequency of Multiple Behaviors Student: Grade: Date: Observer: Teacher: Class & Time Behavior 1 Behavior 2 Behavior 3 A B C D E F G H ANECDOTAL NOTES A B C D E F G H Other comments

FUNCTIONAL BEHAVIORAL ASSESSMENT (FBA)
STEP 1: INTERVIEW The IEP team, including persons who have observed the behavior of the student in a variety of settings and conditions, completes the interview questions focusing on antecedents, behaviors, and consequences. STEP 2: DIRECT OBSERVATION Data collection is accomplished through direct observation in the student’s natural environment. Direct observation provides objective data to support or refute the interview information; thus leading to more accurate hypothesis formation. The observation and the data collection methods are determined by information gathered during the interview phase (STEP 1). STEP 3: SUMMARY The IEP team summarizes the interview information and the data collected during direct observation to form one or more hypotheses identifying the function(s) the behavior is serving for the student. The IEP team uses this information to build the Behavioral Intervention Plan. Ongoing analyses of data collected during the intervention phase of the BIP guide the team in measuring

STEP 1: FBA INTERVIEW Student Name: Date: School: Grade: DOB:
Educational Program Description: I. Description of the Behavior of concern (specifically describe what the behavior looks and sounds like): Instructions: When the answer is YES, add details on the lines provided. II. Physiological and Medical Factors: 1. Could the behavior be the result of a medical condition or any form of physical discomfort?  NO  YES______________________________________________________________ 2. Could the behavior be related to a side effect of medication?  YES 3. Could the behavior be the result of a deprivation condition (thirst, hunger, fatigue, etc.)? III. Setting Events and Antecedents: 1. Are there circumstances in which the behavior ALWAYS occurs? YES __________________________________________________________________________________________________________________________ 2. Are there circumstances in which the behavior NEVER occurs? YES_______________________________________________________________ 3. Does the behavior occur only (or more often) during particular activities or times?  YES_______________________________________________________________

Skill Deficits Related to Behavior of concern: Could the behavior be related to any skill deficits? (check* all that apply) qAcademic: Task requirements as presented are not at the student’s instructional level in the core areas of Reading, Math, or Writing. qParticipation Skills: The student has difficulty with participating in non-directed, semi-directed, teacher-directed, or peer-directed activities. The student has difficulty in small or large group instruction. qSocial Skills: The student has difficulty acquiring and/or maintaining peer friendships. The student often withdraws from social interaction. The student is often verbally and/or physically aggressive in social interactions. qCommunication Skills: The student has difficulties with requesting what they need, including items, activities, attention, information, changes in the environment, or help. He/she has difficulties in conversational skills and answering questions, understanding non-verbal or verbal language, or following directions. qOrganizational Skills: The student has difficulty with organizing school supplies, study area, time, or projects, organizing class notes, or dividing assignments into task. qSelf-Regulation Skills: The student has difficulties with staying on-task, completing work assignments, handling stressful situations, calming self when agitated, following rules, or difficulty transitioning between activities/places or people. Difficulty with being able to solve a problem. qStudy Skills: The student has difficulty with studying for tests, taking tests, taking notes from lectures, or using studying techniques. qMotor Skills: The student has difficulty with gross motor skills (e.g. running, raising arms, putting feet together, squatting, bending at waist, etc.) or fine motor skills (e.g. pointing, counting with fingers, holding a pencil/pen, holding a fork/spoon, pressing a computer key, using a mouse, etc.). S/he has difficulty with imitating others’ actions. qFunctional Skills: The student has difficulty with performing activities of daily living (e.g. eating, dressing, toileting, grooming). qPlay Skills: The student has difficulty with actively exploring activities/toys in their environment (inside or outside) to play with during leisure time, playing with the items as designated, or engaging in interactive play with peers during activities. *If checked, please refer for further assessment (i.e. Speech & Language evaluation, Occupational Therapy evaluation, curriculum-based assessments, Specific Skills Assessments)

IV. Consequence Factors:
1. Does the behavior allow the student to gain something? A. Preferred activities or items? Indicators: The behavior often occurs when the student sometimes or always regains an item or activity that has been taken away or terminated. The behavior often occurs when the student sometimes or always gains access to an activity or item that he was told he couldn’t have. The behavior rarely occurs when the student is given free access to his or her favorite items or activities.  NO  YES B. Peer or adult attention? Indicators: The student frequently approaches others. The student frequently initiates social interaction. When the behavior occurs, someone usually responds by interacting with the student in some way (i.e. verbal reprimand, redirection, comforting statements). The behavior rarely occurs when the student is receiving attention. 2. Does the behavior allow the student to postpone, avoid, or escape something such as task demands, social interaction, etc.? Indicators: The behavior often occurs when the student sometimes or always postpones or escapes the task demands placed upon him. The behavior rarely occurs when few demands are placed on the student or when the student is left alone. The student is often noncompliant when asked to complete tasks and the student sometimes or always postpones or escapes the tasks. The behavior often occurs prior to predictable demands and the student sometimes or always avoids or postpones the tasks. 3. Does the behavior provide stimulation as an alternative to a lack of active engagement in activities? Indicators: The behavior occurs frequently when the student is alone or unoccupied. The student seems to have few known reinforcers or rarely engages in social interaction activities. When the student engages in the behavior, others usually respond by not attending to the behavior.

STEP 2: DIRECT OBSERVATION
The FBA interview results in a measurable description of the behavior of concern and information that leads to direct observation with data collection and analysis. Direct observation Serves to more clearly define the behavior Supports or refutes interview information Allows for assessment of behavioral events in the student’s natural environment Leads to a more accurate hypothesis regarding the function(s) of the student’s behavior of concern Serves as a baseline to measure the frequency, duration, and/or intensity of the behavior prior to intervention Provides information that is necessary to build a Behavioral Intervention Plan Supplies the team with progress monitoring data to evaluate the implemented interventions and guide adjustments to the plan Data collection Define the behavior of concern in observable and measurable terms. Determine the purpose for data collection—the type of information needed from each data collection session (i.e. frequency counts, identifying antecedents and/or consequences). Outline the schedule including where, when, how often, and who will collect data. Design tools that will result in the collection of the type of data needed and that are functional with clear coding systems. Transfer the data to a visual representation (graph) and analyze it for trend, level and variability. Data collection methods Record frequency and/or duration indicating time of day, location, activities occurring, and people present. Write a description of the student’s behavior as well as the antecedents and consequences using an A-B-C format. This type of data must be collected multiple times across settings when the behavior of concern occurs as well as when the behavior of concern does not occur.

4/21/2017 IEP teams determine that the student’s behavior impedes his/her learning or that of others Start Conduct Functional Assessment High Confidence in Hypothesis Develop Positive Behavior Support Plan YES NO This slide is repeated to prepare the audience to discuss permission to evaluate recommendations. NO Conduct Full Functional Assessment Satisfactory Improvement YES Develop Positive Behavior Support Plan Monitor & Modify PBSP Regularly Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/08 48 48

2. Indirect Checklist Functional Assessment Interview Initial Line of Inquiry 3. Direct Observation A-B-C data Structured, Planned Observation Permission to Evaluate? FBA LEVELS Permission to Evaluate? Permission to evaluate requirements must be determined by the LEA. Permission to evaluate at level 1 and 2 is determined by the current practices of the school. If all student’s behavior is routinely reviewed then permission to evaluate may not be required at level 1 or 2. At level 3, when individual students are observed to add data in the development of a hypothesis statement, a permission to evaluate is required. It is important to discuss the issue of permission to evaluate with district administration. Permission to Evaluate? Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/08

Positive Behavior Support Plan
4/21/2017 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 The next three slides provide talking points for Slide 53

4/21/2017 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

Functional Behavioral Assessment 4/21/2017 4/21/2017 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

Proactive Educative Effective Behavior Support Plan
Antecedent Setting Event Target Behavior Desired Behavior Acceptable Alternative Reinforcement Reinforcement (< R+) Antecedent Modifications (Function) Proactive Educative Effective The summary statement is the foundation for a positive and supportive plan This slide illustrates the key elements of a effective PBSP

Antecedent Strategies
Behavior Strategies Worksheet Student Name: _______________________________ Date:___________ Problem Behavior Maintaining Consequence Trigger/Antecedent Consequence Strategies Antecedent Strategies New Skills This worksheet is provided to help IEP teams generate strategies and replacement behavior for the target student.

Positive Behavior Support
Functional Assessment Behavior Support Plan Ongoing assessment and monitoring This slide indicates that PBS in more than just a FBA and Behavior Plan. Positive Behavior Support, as defined in Chapter 14 requires ongoing monitoring and assessment.

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