1. Functional Behavior Assessment and Intervention Planning

2. Welcome Partner Share: Please introduce your self to people at your table 1) Tell us your name 2) Where do you work? 3) What is your experience in working with students with challenging behaviors? 4) Do you have any experience with FBA?

3. Where it starts…

4. Where it ends…

5. Team-Based Behavior Support Process Problem Behavior Functional Behavior Assessment Intervention and Support Plan Fidelity of Implementation Ongoing Monitoring and Decision Making

6. Team-Based Behavior Support Process Problem Behavior Functional Behavior Assessment Intervention and Support Plan Fidelity of Implementation Ongoing Monitoring and Decision Making

7. Functional Assessment Process 1. Describe the specific behavior 2. Identify the variables impacting that behavior (e.g., antecedent, consequence) 3. Identify function of behavior 4. Develops a “best guess” or hypothesis to summarize the behavior and relationship to the environment AntecedentAntecedentBehaviorBehaviorConsequenceConsequenceFunctionFunction

8. What is a Functional Behavioral Assessment (FBA)? A systematic process for determining:  Environmental variables that impact the behavior  The maintaining function of behavior (what need(s) is the behavior meeting?) Understanding these factors lead us to developing proactive & comprehensive behavior support plans.

9. Step 1: Describe the Specific Problem Behavior  Must be specific/ observable/ measurable  Must be behavior (an action done)  Repeated behavior  Behavior that interferes with learning

10. Response Class  A topographically different group of behaviors that are maintained by the same function Tapping pencil Talking to peers Playing with items in desk Avoid Academic Task

11. Further Defining Behaviors  Some behaviors common problem behaviors can be difficult to define  Must define vague, unobservable terms into observable definitions  Off-task  Disruptive

12. Summary  Focus on response class  Be precise  Prioritize

13. Step 2: Identifying Variables that Impact Behavior Determine what occurs before (setting event, antecedent) and after (consequence)the problem behavior

14. “Antecedent” events  What is going on when the problem behavior occurs  What sets off his/her behavior?  Occurs before behavior  When told to shut up, Ali hits the student  When asked to read aloud to the class, Sam slams his book on the desk

15. Example of antecedent or “triggering” events  When a peer teases her walk, Cologne uses verbal profanity  The teacher’s directions are triggers for Demetri’s display of verbal noncompliance  When sitting next to Manuella, Tristen passes notes.

16. Combining Academic Information  If a student is engaging in problem behavior during academic tasks, you must determine whether the student has a skill deficit (can’t do vs won’t do)  Do NOT assume that the student has the skills to complete the tasks  Examine academic data to determine skill level

17. Setting events  Unique situations - doesn’t happen consistently  Occurs before or with antecedent  Momentarily changes the value of the consequence (reinforcers and maintaining consequences)  e.g. praise less effective, negative peer attention is more reinforcing, good grades for work completion is less important  Makes problem behavior more intense or more likely to occur  (e.g., illness, fatigue, hunger, social conflict)

18. Examples of Setting Events Physiological States:  Illness  Hunger  Pain  Tired

19. Other Examples of Setting Events Activity Patterns  After completing a large amount of independent work in math, when asked to do her work in reading, Mary is more likely to get out of her seat.  When asked to begin reading, Michael will refuse to begin. This is more likely to occur if he was playing the computer when asked. Relationships with Others  Kevin is more likely to put his head down and close his book when he has been reprimanded by a teacher earlier in the day.  When Carla has spent the weekend at her father’s house, and her morning routine has been hurried, she is more likely to talk back to teachers and refuse to do what she is asked.

20. Common Myths about Setting Events  Setting event ≠ the setting  Setting event ≠ a continuous state (low social skills, difficult home life, etc)  There is always a setting event

21. Activity: Setting Events Think of students that you have worked with before. Was there a setting event? If yes, what was the setting event?

22. Consequence events  What happens immediately after the behavior occurs Could be  Environmental  Teacher provided  Physiological

23. Step 3: Identifying the Function  What is the student getting out of the behavior?  What is the motivation?  Why is the student engaging in the behavior?

24. Only 2 Basic Functions Pos Reinf Neg Reinf Existing aversive condition identified

25. Avoid explanatory fictions AVOID –  She’s aggressive because she’s angry  He’s emotionally disturbed GOAL - When she is teased about her looks & family, she uses profanity & hits until the teasing stops.

26. What about power, control, revenge…..?  These are not validated functions of behavior  These are large social constructs that do not aid in the development of behavior support plans

27. Power/Control Example  Sarah is a sixth grader who receives the majority of her instruction in a special education classroom. Her teacher reported that she often refuses to complete tasks, and will verbally refuse (“you can’t make me”, “ I won’t do that worksheet!”) What information do you need to determine the function?

28. Revenge Example  Josh recently got into a physical fight with another student (Derek)at school. After the fight occurred, you learned that Derek had been teasing and bothering Josh’s younger sister. What information do you need to determine the function?

29. Your turn  Think of an example when it appeared that the function could have been power/control/revenge/etc.  What information would help you get more specific?  Can you determine a more specific function?

30. Multiple Functions  It is typically best to select one primary function for each summary statement  It can be difficult to design a behavior plan if the function is listed as: obtain attention and avoid academic work  Select the most powerful function

31. Important Note  More than one statement might be developed to describe problem behavior of student with  Different behaviors & different functions  Same behaviors & different functions

32. Example 1: Different behaviors with different functions  Kirsten’s teachers agree that she has two behaviors that interfere with her social success at school, & develop two testable hypotheses:

33. Setting Event  Antecedent Event  Behavior  Consequence Event None Teacher presents multiple step request. Verbal protest, non- compliance, foot stomping. Teacher repeats request 4 to 5 times & threatens after school suspension. Setting Event  Antecedent Event  Behavior  Consequence Event None Peers play game & have conflict. Pushes peers away, uses profanity, throws rocks. Peers stop playing with Kirsten.

34. Example 2: Same behaviors with different functions  Amy teachers have noticed two different conditions when Amy displays same problem behaviors. They developed following two testable hypotheses:

35. Setting Event  Antecedent Event  Behavior  Consequence Event None Peers try to engage Amy in con- versations. Turns eyes away, does not comply verbally, pulls sweater over his head. Peers move away. Setting Event  Antecedent Event  Behavior  Consequence Event None Teachers give Amy corrective feedback about her work. Turns eyes away, does not comply verbally, pulls sweater over his head. Teachers sit down next to her, rub her shoulders, & say comforting words.

36. Step 4: Generate a Hypothesis Statement A hypothesis statement is… a summary statement that describes the team’s best guess about the relationship between the problem behavior and the characteristics of the environment – the specific function The goal is… to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

37. Hypothesis statement  When peers tease Casey about his reading, he yells at them and refuses to read to avoid reading and peer teasing. This behavior is more likely when Casey is hungry.  Antecedent – peer teasing  Problem behavior – yelling at peers and refusing to read  Maintaining consequence – avoid the teasing  Setting event - hungry

38. General Format When antecedent, the student does behavior in order to obtain/avoid function. This is more likely to occur when setting event.

39. Seems simple…How do we do this?  There are many methods for conducting function assessments.  At a minimum, you should include:  Record reviews  Interviews  Direction observations

40. Levels of FBA  Informal Functional Behavioral Assessment  Done in school by typical teachers/staff  Done as part of normal daily problem solving  Level I: Simple FBA  Done by trained members of school setting  Typically involves interview(s), and brief observation  Level II: Complex FBA  Done by behaviorally trained member of school or district  Typically involves interviews and observation  Level III: Functional Analysis  Done by trained behavior analyst  Involves interviews, direct observation, and systematic manipulation of conditions.

41. Levels of FBA All levels of FBA focus on the same basic goals: ▫ Define the behavior of concern  Determine if behavior is a response class ▫ Identify the events that reliably predict occurrence and non- occurrence ▫ Identify the consequences that maintain the behavior in the most common “predictor conditions” ▫ Identify setting events that increase likelihood of problem behavior. Summary statement ▫ Setting Event  Antecedent  Prob Beh  Consequence

42. Gathering Initial Information  Record Reviews  Focus on relevant information  Past interventions/assessment  Medical Information  Academic skills

43. Gathering Initial Information  Interviews  There are many interviews available for use  At a minimum, the interview should include:  Questions regarding the antecedent, behavior, and consequence  Routines analysis  Development of a summary statement

44. Functional Assessment Checklist for Teachers and Staff (FACTS)

45. Other Interviews  Relevant school staff interview  Student Interview  Parent Interview

46. Direct Observations Observations should address information about: Problem Behavior and Context

47. General Guidelines for Observations  Conduct observations in the setting/situation where the behavior is most likely to occur  Conduct at least three observations in the same setting/situation  Always ask if that day was “typical”

48. ABC Recording

49. Pros Cons  Simple, unstructured interview  May be able to complete while teaching  Can be helpful to gather initial information  Very unstructured  Can miss important information  Does not provide a clear summary of the data  Avoid “diary entries”

50. Scatterplot

51. Pros Cons  Can help determine when the behavior is most likely to occur  Teachers can collect this data while teaching  More structured than ABC recording  Does not address consequences  Behavior counts may be inaccurate if the behavior is high frequency  May not lead to a hypothesis statement

52. FAO Observation Form

53. 8:15 am – Mr. Smith asked Anthony to stop playing the computer with a peer and return to his seat. Anthony turned the computer off and bumped into other peers on purpose as he returned to his seat. The peers complained and Mr. Smith both told Anthony to stop. Anthony stopped within one minute because he reached his desk. Anthony

54. 9:00 am – The class was studying for a spelling test. Anthony whispered jokes to the peer sitting in the next row who laughed quietly. He also began to poke the peer in front of him. Anthony picked on other students for the next 10 minutes until the end of class. He did not study for his test. Anthony

55. 9:50 am – When the class was lining up for PE, Anthony bumped into three students and laughed when they complained. Anthony

56. Activity  What types of observations will you use?  What factors will determine your observation choice?

57. Putting it all together  Remember, the primary goal is to develop a hypothesis statement that will lead to an effective behavior support plan  Look for trends in your data  Keep it simple!

58. Action Planning  What are you goals for conducting functional assessments during the next school year?  Develop a process for conducting functional assessments