1. T HE F UNCTIONAL B EHAVIOR A SSESSMENT Kimberly Scalf and Jessica Koon, KCS School Psychologists January 7, 2015

2. ‘Mute’ cell phone ringers. Minimize time checking cell phone calls or email. Participate in the small group and large group discussions. Ask questions for clarification. Norms

3. Today’s Agenda What is the FBA? When do we need the FBA? Who does the FBA? How is the FBA completed? Practice

4. The FBA – What It Is

5. The process identifying the relationship between behavior and the environment in order to develop a behavior support plan linked to the function of the behavior. O’Neill, et. al. (1997) What is a Functional Behavior Assessment (FBA)?

6. The Purpose of the FBA Understand the Meaning of the Behavior CommunicationFunction Understand What Might Cause the Behavior to Happen Antecedents/ Consequences Skill/ Performance Deficits Understand How to Address the Behavior Modify Environment Develop Alternative Behaviors

7. The FBA – When It Is Needed

8. One on one counseling Individual FBA / BIP One on one counseling Individual FBA / BIP Targeted Social Skills Groups Check in/Check out Programs Group counseling Mentoring programs Targeted Social Skills Groups Check in/Check out Programs Group counseling Mentoring programs School-wide SEL School-wide expectations, rules, and procedures, including the teaching and reinforcing of these rules and expectations School-wide SEL School-wide expectations, rules, and procedures, including the teaching and reinforcing of these rules and expectations FBA /BIP within the Larger Context

9. Consider the FBA… If a student’s behavior seriously interferes with his/her own learning or that of others If a student’s behavior poses a significant risk of danger to self or others If a student is referred for assessment of suspected Emotional Disturbance If a change of placement is being considered to a more restrictive placement because of behavior

10. Consider the FBA… If behavior resulting in suspension IS a manifestation of student’s disability If suspensions are approaching 10 days (cumulative or all at once) and an FBA has not been done (IEP Team can review and revise any existing FBA/BIP) Whenever behavior strategies in place are not working – to determine causes for behavior to drive a more effective BIP

11. How are you feeling about your knowledge of what an FBA is and when to do an FBA? I am more confused now than when I got here. I have about the same understanding as when I got here. I have a better understanding than when I got here. Questions/Comments

12. The FBA - Who Does It?

13. The FBA is the Responsibility of… The Student Support Team The IEP Team The 504 Team One person should not be responsible for an FBA, although one person should coordinate/case manage the process and will likely compile the FBA Report. A school psychologist may be asked to support your team.

14. Pair-Share: Reflect on Current Practices Identify a partner from another school. Share what’s happening in your school related to conducting an FBA: – What is your process of initiating an FBA? – Who is involved in conducting the FBA? – Who typically coordinates/case manages the FBA? – How is data collected for the FBA? – What is the process for analyzing all the information gathered?

16. KCS Forms for the FBA Student Interview Teacher Interview Review of Relevant Records Direct Observation of Behavior Parent Interview Functional Behavior Assessment Report

17. Let’s Practice…

18. Identifying the Behavior of Concern

19. The Behavior of Concern What is the behavior the teacher wants to change? What does the behavior look like? Will a stranger know what to look for when you give the definition? Where/when does behavior occur?

20. THUMBS UP or THUMBS DOWN Tristan is aggressive. Carlos makes irrelevant and inappropriate comments during class discussion. Jan is hyperactive. When asked to complete a task involving written output, Sara breaks her pencil and tears her paper.

21. Partner Up… Find a partner. Together, write a better description of the following behaviors of concern. 1.Tristan is aggressive. 2.Jan is hyperactive.

22. Direct Observation of Behavior

23. Setting Physical Environment Behavior of Concern – No more than 2 – Prioritize (Urgent, Necessary, Desirable) Specific antecedents (What happens right before?) Consequences that appear to control the problem behavior (What happens right after?)

24. Let’s Practice…

25. Direct Observation of Behavior Kris’s teacher gives him his social studies test on Friday afternoon. Whenever she puts it on his desk, he tears it into tiny pieces. His teacher, believing in “natural consequences,” tells him he just won’t have a test to turn in and will have a zero. Kris puts his head on his desk and goes to sleep.

26. Direct Observation of Behavior As a table group, work together to complete Page 2 of the Direct Observation of Behavior. Name the behavior of concern. Identify the antecedent(s). Identify the consequence(s).

27. Direct Observation of Behavior Eli is a pre-K student who is very difficult to work with. He often lays on the floor and kicks at his teacher when he is asked to transition from block center to circle time. Concerned for others, the teacher directs Eli to “Australia.” Eli also hits his teacher when he/she is busy working with other students. The teaching assistant takes Eli into the hallway to discuss his inappropriate behavior. He appears calm and she works with him one on one to complete the literacy activity that others had been working on.

28. Direct Observation of Behavior As a table group, work together to complete Page 2 of the Direct Observation of Behavior. Name the behavior of concern. Identify the antecedent(s). Identify the consequence(s).

29. Analysis: The Function of the Behavior To Obtain/ Get : Peer attention Adult attention Desired activity Desired object/ items Sensory stimulation: auditory, tactile, etc. To Escape/Avoid: Difficult Task Boring Task Easy Task Physical demand Non-preferred activity Peer Staff Reprimands

30. Let’s Practice…

31. Name the Function During story time when the teacher asks students questions, Michelle blurts out responses or begins crying if she is not called on. When this happens the teacher moves in closely and talks privately with Michelle in an effort to calm her. To Get or To Avoid? What?

32. Name the Function Eli is a pre-K student who is very difficult to work with. He often lays on the floor and kicks at his teacher when he is asked to transition from block center to circle time. Concerned for others, the teacher directs Eli to “Australia.” Eli also hits his teacher when he/she is busy working with other students. The teaching assistant takes Eli into the hallway to discuss his inappropriate behavior. He appears calm and she works with him one on one to complete the literacy activity that others had been working on. To Get or To Avoid? What?

33. One More Thing to Consider… Skill Deficit – Does the student lack the skills to perform expected task or desirable behavior? OR Performance Deficit – Does the student know the skills but does not consistently use them?

34. What Do You Think? Charles, a 3 rd grader, refuses to participate in small group when he is asked to read aloud. When the teacher encourages him to try, Charles tells her, “My mom said I didn’t have to.” The teacher responds, “You have to at least try.” Charles pushes away from the table, overturning his chair as he does so. The teacher instructs the teaching assistant to call for the principal. Charles begins to yell and is escorted by the teaching assistant from the room to the principal. To Get or To Avoid? What? Skill Deficit or Performance Deficit?

35. Now that we’ve talked about the what, when, who, and how of the FBA, how are you feeling?

36. Q UESTIONS ? C OMMENTS ?