1. Functional Behavior Assessments: Rationale, Tools, and Expectations

2. Overview of Presentation  The why and when of conducting a functional behavior assessment  Tools and process  Written summaries of FBA  Connection with Proactive Behavior Intervention Planning

4. Minnesota Definition of a Functional Behavior Assessment "Functional behavioral assessment" or "FBA" means a process for gathering information to maximize the efficiency of behavioral supports. (MN Rule 3525.0210 sup. 22)

5. Why Functional Behavioral Assessments are Beneficial  Majority of student behavior is purposeful  Behavior (appropriate and inappropriate) relates to the context(s) in which it occurs  Past-to-present events influence behavior  FBAs provide a predictive function

6. Advantages of utilizing FBA’s  Improves understanding of the causes of behavior  Facilitates hypothesis-driven interventions  Emphasizes skill building rather than punishment  Increases chance of positive student outcomes

7. When is an FBA Required?  The emotional and behavioral disorders disability criterion currently requires that an FBA be conducted as part of the determination process (Minnesota Rule 3525.1329).

8. When is an FBA Required?  An FBA is required before a student’s IEP team makes a determination that conditional procedures should be in a student’s comprehensive behavior intervention plan (Minnesota Rule 3525.2710 Subp. 4F).

9. FBA Requirements Related to Suspensions

10. Pattern of Removal Requirement When a pattern of removal has the effect of a change in placement for a student, a functional behavior assessment needs to be conducted

11. Other Instances for Conducting an FBA  When a team is considering a more restrictive placement due to behavioral concerns  When emergency intervention used 2x in a month, team meeting to determine if additional evaluation needed and IEP amendment (MN Rule 3525.2900)  As outlined in the Behavior Intervention Plan

12. Current Data Collection Tool

13. An FBA includes: Description of problem behaviors: Challenging behaviors defined in observable and measurable terms (i.e., one can see and count the behavior) When the behavior is most likely to occur: Identification of events, times, and situations that predict the occurrence of the behavior When the behavior is least likely to occur: Identification of events, times, and situations that predict the nonoccurrence of the behavior

14. An FBA includes (Cont.): Identifies the Antecedents, Consequences, and Reinforcers that maintain the behavior Hypothesis statement: Possible functions of the behavior Replacement behaviors: Possible positive alternative behaviors Assessment tools: Includes a variety of data collection methods and sources that facilitate the development of hypotheses and summary statements regarding behavioral patterns

15. Data Collection Tools  Interviews Parent and staff interviews  Conducted individually or through team process  Examples on website Student interview Frustration and stress survey Examples on website

16. Team Interview Framework  Narrative Option  Visual Overview Option

17. ABC’s of Behavior: FBA Terminology A BC AntecedentsBehavior Consequences Setting Events Immediate Slow Triggers Fast Triggers or Environmental factors that influence behavior, not immediate Occur immediately before a behavior Problem Behavior Appropriate Behavior Goal: Decrease Goal: Acquire skill & Increase (Outcome/Function) AccessAvoid/Escape Power/control Attention Acceptance Affiliation Gratification Justice/revenge Protection Etc. Tasks Consequences Individuals Stress/anxiety Activities Symptoms Etc. Reinforcement Punishment

18. Data Collection Tools (Cont.)  Direct Observations of Student Purpose:  Opportunity to objectively support (or deny) a relation between behavior and environmental events  provides pre-intervention information useful for determining the significance of the problem behavior and the effects of environmental, curricular, and replacement behavior manipulations.  Provide basis for hypotheses statements that will guide behavior support plan development.  File Review: Carefully review information for patterns and necessary information  Additional: Surveys and Checklists

19. FBA Process and Expectations  Team approach important  Lead needed to coordinate assessment and information gathered  Data collection requires communication and collaboration among team members - who collects what information can vary  Written product contains required information

20. Written Expectations for FBA’s  Supplementary FBA’s Notice of evaluation plan completed Use supplementary evaluation report form in Campus  Integrated in a comprehensive evaluation

21. FBA’s Connection with Behavior Intervention Plans The data that is gathered through a Functional Behavior Assessment forms the basis to develop Behavior Intervention Plans The objective of any behavioral intervention must be the following: - pupils acquire appropriate behaviors and skills - skill acquisition focus rather than merely behavior reduction or elimination - designed to allow a student to benefit from an appropriate, individualized educational program