1. Functional Behavioural Assessment (FBA) Sarah Casey

2. What is a Functional Behavioural Assessment ? Share any information you have. Past experiences with this strategy. What would you like to learn?

3. What is FBA? An ongoing process used to identify and assess reasons which may influence students problem behaviour. Was originally developed to address the needs of students with severe behavioural problems and limited functional communication skills. More recently it has become a popular strategy for use in regular education settings as well as special education settings.

4. Why use FBA at Villa Maria Primary School? Functional Behaviour Assessment is a highly effective way of determining the factors that trigger problem behaviours, and developing realistic interventions to overcome these behaviours. FBA is an effective strategy to use for a large range of students, with or without disabilities. It can be applied in the classroom setting and does not require the student to be pulled out of class for testing or observation. The functional assessment allows teachers to recognize the environmental factors that trigger problem behaviour which would otherwise very likely go unnoticed. In light of the Disability Standards for Education in Australia, FBA is an example of a strategy that can ensure that students with disablilties are participating in all aspects of school life “on the same basis of students without disabilities”. The Disability Standards also state that schools have the right to receive support from external consultants to determine whether adjustments need to be made to better the students learning. The consistent observation, collection of data and discussions held between classroom teachers, consultants and associates of the students is an example of how FBA can be effectively applied to fulfill the standards. In my time at Villa Maria I have come across a number of students and teachers who would benefit from the implementation of FBA. Andy in Year 5, Bill in Year 3, Cathy in Year 4 and Steve in Year 6 are examples of ideal candidates for FBA. Throughout my presentation I will demonstrate how FBA can be used successfully reduce problem behaviors and improve academic achievement.

5. Problem behaviours… Problem behaviours are recognised by collecting data through observation of students in particular learning environments, and identifying any relationship between the environmental setting and problem behaviours. The behaviours must be observable, measurable and reoccur in a specific context /environment. Typical problem behaviour from students stems from: - Need for constant peer and/or teacher attention -The wish to avoid particular tasks, due to difficulty or lack of interest -Enjoyment

6. Steps in FBA There are two phases in conducting FBA: 1. Descriptive Functional Assessment phase - Conduct an interview with the participating teacher to define the challenging behavior's using the Functional Assessment Checklist for Teachers and Staff, known as the FACTS interview. - Observation and collection of data, eg. ABC, FACTS - Development of hypothesis statement- teacher lists frequently occurring problem behaviours, past experiences (antecedents) that triggered problem behaviour, and the consequences that were usually put in place by the teacher - Teachers are asked to consider how accurate their hypothesis statement was and to their rank their confidence in accuracy.

7. Steps in FBA 2. Experimental Analysis phase During this phase the hypothesis statement made by the teacher is tested, by presenting the student with a range of scenarios raised in the FACTS interview. Students are exposed to conditions that were - Expected to trigger problem behaviour (acknowledged in the hypothesis) - Not expected to trigger problem behaviour This allows teachers and consultants to determine the correct hypothesis statement and begin to decide on appropriate intervention strategies for the student.

8. Case studies Work in pairs to read your case study and complete an: A ntecedent B ehaviour C onsequence For the student described in your case study.

9. Possible intervention strategies Altering the physical environment eg. where the student is seated in the classroom, who is seated near or away from him/her, position of the teacher in relation to the student. Develop teaching strategies for replacement behaviour Fair pair Varying use of resources Once management plan/interventions are in place: Evaluation of the FBA and its effectiveness. This requires continuous monitoring and sometimes collection of more data.

10. Create a hypothesis statement and consider possible intervention strategies for your case study. Share with the group.

11. Benefits of FBA Can be conducted in any educational setting and for a wide range of students, including those with disabilities. Provides an opportunity to improve the social, academic and vocational outcomes of all students who exhibit problem behaviour Allows teachers to recognise factors that negatively influence students’ behaviours. It is a strategy that can be used to fulfill the Disability Standards for Education in Australia. FBA can be used to determine whether any adjustments are needed to create a more effective learning environment for the student so that they are participating “on the same basis as those without a disability”

12. Patience is the key

13. Summary Steps in FBA 1 – Identify behaviour 2 – Collect data eg. ABC, FACTS 3 – Develop a hypothesis statement 4 - Develop an intervention plan 5 – Evaluation

14. Further reading/references - Ervin, R., Friman, P., Hoff, K. (2005). Refining functional behavioural assessment: Analyzing the separate and combined effects of hypothesized controlling variables during ongoing classroom routines. School Psychology Review 34 (1), 45-57. Filiter, K., & Horner, R. (2009). Function-based academic interventions for problem behaviour. Education and Treatment of Children 32 (1), 1-19. Horner, R., & March, R. (2002). Feasibility and contributions of functional behavioural assessment in schools. Journal of Emotional and Behavioural Disorders, 10 (3), 158-170. Lewis, T., & Newcomer, L. (2004). Functional behavioural assessment: An investigation of assessment reliability and effectiveness of function based interventions. Journal of Emotional and Behavioural Disorders. 12 (3), 168- 181. McIntosh, A. (2008). Current practice alerts: Functional behavioural assessment. Go for it, 16. Retrieved March 10, 2009, from http://www.teachingld.org/pdf/alert16.pdfhttp://www.teachingld.org/pdf/alert16.pdf Ruddock, P., (2005). Disability standards for education 2005, 1-28. Retrieved March 27, 2009 from http://www.comlaw.gov.au/ComLaw/Legislation/LegislativeInstrument1.nsf/0/CB9CCD31BB70C3ADCA256FD500 23EABF/$file/F2005L00767.pdf http://www.comlaw.gov.au/ComLaw/Legislation/LegislativeInstrument1.nsf/0/CB9CCD31BB70C3ADCA256FD500 23EABF/$file/F2005L00767.pdf Borgmeier, C., & Horner, R. (2006). An evaluation of the predictive validity of confidence ratings in identifying functional behavioural assessment hypothesis statements. Journal of Positive Behavioural Interventions, 8 (2), 100-105.

15. Questions?