1. Brief FBA : A School Perspective Eau Claire Area School District Katie Haugen-Special Education Teacher Shelly Voegeli -School Counselor Christine Rivers-Special Education Teacher

2. Logistics ○ Where in the system does an FBA fit? ○ When is an FBA completed? ○ Who completes the FBA? ○ How the data is used to make decisions?

3. PBIS System Flow Chart: Example

4. Tier 2 Flow Chart: Example

5. Teacher Interview

6. Behavior Profile

7. Profile Scoring Guide

8. Defining & Understanding Behavior ○ Define behavior in measureable terms (WHAT) – it MUST be measurable and observable ○ Consider sub or student teacher as standard… Defined enough that they would understand the behavior? ○ Identify events that predict (WHEN & WHERE) the specific behavior occurs ○ Identify the function of behavior (WHY), and ○ Construct functional behavioral summary statements

9. Summary Statement

10. Summary Statement Example Function of Behavior: The first step to successfully implementing a Behavior Intervention Plan is to identify the function of John’ behavior. This can be done through an FBA. Based on the team’s observations it appears that the function of his behaviors are to gain attention. The antecedent was when he had to do independent work, given a directive, doesn’t win a game, or doesn’t get what he wants. The following behaviors were exhibited in an attempt to gain attention: - Running through the halls - Looking for adults to follow - Climbing on counters, tables and shelves - Hits, kicks, punches, bites - Grabs and pulls on clothing - Wraps legs around adults legs - Uses profanity - Pounds on doors - Chokes and spits on peers - Threatens to hurt others by poking pencils at peers and adults Replacement Behaviors: After an FBA is completed and the function of his behavior was identified, a replacement behavior must be taught. In order for replacement behaviors to work they must be effective and efficient (get him what he wants, easily and quickly). He can be taught to seek attention in a positive manner (initiating task on his own, completing work independently, raising his hand, taking a safe break). By providing John with the Positive Behavioral supports listed below you will be providing him plenty of positive opportunities to engage with adults. This will allow him to gain positive attention from adults.

11. Additional Information ○ Swis Data as measurement tool ○ Location ○ Behavior ○ When ○ Motivation ○ Data needs to be collected, monitored and review as determined by the data decision rules.