The Exceptional Student Education Department

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Functional Behavior Assessment

• Presented by
• The Exceptional Student Education Department

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Functional Behavior Assessment

• Functional Behavior Assessment is a team
  process that gathers information about the
  relationship between behavior and the environment
  in an effort to maximize the efficiency and
  effectiveness of behavioral support

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FBA vs. BIP

• Functional Behavior Assessment (FBA) is a process
  which involves the gathering of information which
  leads to the development of a Behavior
  Intervention Plan (BIP)
• A Behavior Intervention Plan is the product that
  is derived from the information gathered during
  the FBA process
• They are two separate entities

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Underlying Assumptions

• Behavior serves a function
• Behavior is related to context
• Understanding what comes before and what follows
  behavior is crucial to developing effective
  interventions

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Functional Vs Traditional Interventions

• Preventive (Proactive)
• Functional (Why/purpose)
• Educational (Teaching)
• Focus on changing systems
• Quality of life

• Reactive
• Topographical
• Suppression only
• Focus on changing only the student
• Specific behaviors only

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Some Principles of Human Behavior

• Behavior is largely a product of the immediate
  environment in which it occurs.
• Behavior is influenced by its consequences.
• Whether a behavior is being reinforced or
  punished is known only by the future course/rate
  of the behavior.
• The best predictor of future behavior is past
  behavior.
• Research has shown that the most effective way to
  reduce problem behavior in children is to
  strengthen desirable behavior through positive
  reinforcement rather than trying to weaken
  undesirable behavior using aversive or negative
  processes.

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FUNCTIONS OF BEHAVIOR
(The Purpose of the Behavior)

• Functions of Behavior can generally be
  categorized into
• three types
• To get something (positive reinforcement)
• To avoid or escape something (negative
  reinforcement)
• Sensory stimulation (to get some form of sensory
  feedback)

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POSITIVE REINFORCEMENT
Future probability of the behavior staying the
same or increasing
Something added to the environment ()
Not positive or negative (Nonjudgmental)
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NEGATIVE REINFORCEMENT
Future probability of the behavior staying the
same or increasing
Removal or avoidance of something in the
environment (-)
Not positive or negative (Nonjudgmental)
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POSITIVE PUNISHMENT
Future probability of the behavior staying the
same or decreasing
Something added to the environment ()
Not positive or negative ( Nonjudgmental)
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NEGATIVE PUNISHMENT
Something taken out of the environment (-)
Future probability of the behavior staying the
same or decreasing
Not positive or negative (Nonjudgmental)
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When Is an FBA Required?

• Authority 1 - Federal Law
• The 2004 Amendments to IDEA
• If disciplinary action is being considered for a
  student with a disability that results in a
  change in placement for more than a total of 10
  days in a given school year, one of the following
  must have been completed by the IEP team either
  before or not later than 10 days after taking the
  disciplinary action
• Development of a plan for conducting a
  Functional Behavior Assessment and development of
  interim interventions, or
• Review and revise the students current
  behavioral support plan to address the students
  behavior.

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What is Considered a Change of Placement?

• Suspension (internal if IEP is not being
  implemented) for more than 10 days
• Bus suspension if parent is unable to transport
  (if more than 10 days cumulative including all
  other suspensions)
• Change in LRE, more restrictive setting, i.e.,
  cluster, special school, or alternative education

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When is an FBA Required?
Authority 2 - State Regulations The Florida
Department of Education A FBA must be completed
if - the items addressing the Individualized
Behavior Plan are checked under Domain B -
Social/Emotional Behavior, Levels 4 or 5 on the
Matrix of Services.
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When is an FBA Required?
The School District of Palm Beach County If the
CST team is considering exploring the possibility
that a student may qualify under the eligibility
of Emotional Behavior Disabilities, a FBA must be
completed, the BIP must be developed and
implemented with fidelity.
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When is an FBA Required?

• Crisis Intervention
• If a student is being subjected to more than
  three crisis intervention procedures over a
  reasonably short period of time, then consent for
  a FBA must be obtained. After the FBA is
  completed, the team then must develop an
  individual Behavior Intervention Plan to address
  the behaviors which are leading to the
  implementation of crisis management procedures.

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When an FBA is Recommended?

• A student repeatedly displays undesirable
• behavior that
• Threatens his/her life or physical well-being
• Threatens the well-being of others
• Impedes his/her learning or the learning of
  others
• Results in the destruction of or damage to
  materials
• Will likely become more serious if no
  intervention is developed

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Level of Rigor

• What is meant by level of rigor?
• The more severe the behavior and/or complex
  the circumstances, the greater the degree of
  thoroughness that is required in the assessment
  process.
• The level of rigor is determined by the FBA team

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Continuum of Effective Behavior Support
Specialized Individual Interventions Individual
Student System
Students with Chronic/intense Problem
Behavior (1-7) Students At-Risk For
Problem Behavior (5-15) Students
without Serious Problem Behaviors (80 90)
Tertiary Prevention
Specialized Group Interventions At Risk System
Secondary Prevention
Universal Interventions (School wide System
Classroom System
Primary Prevention
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All Students in School
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Consent

• You must obtain consent prior to beginning the
  FBA process
• If the student is not already ESE, initial
  consent must be obtained
• When obtaining initial consent, indicate on the
  form that you are obtaining consent for an FBA
  only, not for a complete evaluation
• If the student is already ESE (regardless of
  eligibility) consent for reevaluation must be
  obtained

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The Planning Process

• Hold a planning meeting, to determine the
  following
• Why are you conducting a FBA?
• Roles and responsibilities
• Goal(s) of the interventions
• Define target behavior
• Meeting date to develop the BIP
• Team Leader
• Copy and distribute forms to everyone who will be
  participating in the FBA/BIP process

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Identifying Goals of Intervention
Step 1 Determine the expected outcomes How
will the students life improve as a result of
the intervention?
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Target Behavior

• Define the target behavior problem behavior
  that is going to be extinguished or decreased
• Choose one target behavior

• If more than one target behavior is identified,
  independent data collection will need to be
  done for each behavior identified.
• The function for each behavior will need to be
  identified as well as replacement skills and
  interventions for each behavior
• Interventions will be different if function is
  different

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Target Behavior

• Good definitions are
• Observable
• Is the behavior defined on the basis on what is
  seen or heard rather than subjective opinions?
  Are objective terms used?
• Measurable
• Is the behavior defined in terms that can be
  consistently counted? Does the definition
  identify a clear beginning and ending?

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Defining Target Behavior
EXAMPLES OF WELL DEFINED BEHAVIOR High-pitched
screams Kicking over chairs Slapping
himself/herself in the face Throws a book at the
teacher
EXAMPLES OF TERMS TO AVOID Poor impulse
control Angry, hostile Hurting
himself/herself Non compliant
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GATHER BROAD AND SPECIFIC INFORMATION

• STEP 2
• Gather information needed to complete the
  FBA from the following sources
• Record reviews
• Interviews (teachers, parents/guardians,
  student, para, and/or bus drivers)
• Direct observation and data collection

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Record Reviews

• The students IEP
• Psychological reports and evaluations
• Diagnostic and medical records
• Social histories
• Developmental profiles
• Previous behavior management plans
• Anecdotal records
• Incident reports

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Interviews

• Why are interviews important?
• Interviews can help to define target behaviors.
• Interviews provide a broader perspective than
  direct observation.
• Interviews provide an opportunity to establish
  rapport with team members, including family
  members.

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Interviews

• Tailor the interview questions to the person
  being interviewed
• Ask questions which the person is likely to have
  accurate information, and skip ones that do not
  apply to that person

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Interviews

• May I interview a group of people at the same
  time?
• When possible, interview one person at a time,
  since the goal of an FBA is to get an accurate
  understanding of the behavior, not a consensus
  of opinion
• Can I just fill out the form?
• NO!

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Scatter Plot

• Start with a scatter plot
• Identifies patterns of behavior
• Narrows the focus
• Assists with decisions regarding more specific
  data collection (when where)
• Suggest possible sources of environmental control

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Scatter Plot
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Gather Specific Information
Step 2

• Direct Observation and Data Collection
• Select a data collection system that fits the
  behavior and circumstances
• Provide training
• Collect data across settings, days, times,
  persons, activities, observers
• Patterns will emerge
• Collect data to evaluate effectiveness of
  intervention
• Analyze trends and patterns in the behavior

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Other Types of Data Collection Systems
Data System Definition Frequenc
y Measure of the number of times a behavior or
event occurs Rate Measure of how often a
behavior occurs during a given period of
time Duration Measure of how long the behavior
lasts Latency Measure of how much time elapses
between the presentation of a demand, and the
occurrence of the behavior Levels of
Assistance Measure of the number and type(s) or
levels of assistance (prompts) that the
instructor provides a student.
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A-B-CS of BEHAVIOR
SETTING EVENTS
TARGET BEHAVIOR
ANTECEDENT
BEHAVIOR
CONSEQUENCE
Specific events that were present before the
behavior occurred
Description of what the behavior looks like/what
the student does
The events, reactions, and/or responses that
followed the behavior
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PATTERN ANALYSIS ANTECEDENTS (CONTEXTS)

• Step 3
• Consider the following through students eyes
• In what settings does the behavior occur?
• What times of day does the behavior occur?
• Does the behavior occur in the presence of
  certain person(s)?
• In what activities is the behavior most likely
  to occur?
• In what activities is the behavior least likely
  to occur?

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PATTERN ANALYSIS CONSEQUENCES

• Consider the following through students eyes
• What happens to the student after the behavior?
• Do the surroundings in the environment change
  as a result of the behavior
• What is gained or lost?
• How do others respond to the behavior?

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Synthesize Information and Generate Hypothesis
Step 3 What should we do with the information
weve gathered? GENERATE HYPOTHESIS What is a
hypothesis statement? It is an informed,
assessment based explanation about the
relationship between the circumstances present at
the time the behavior occurs and the target
behavior. It must include the possible function
of the behavior.
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Synthesize Information and Generate Hypothesis

• Develop one hypothesis for each function of the
  behavior
• Components of a hypothesis
• A statement or phrase describing the antecedent
  and or setting events
• Identify any distant setting events

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Synthesize Information and Generate Hypotheses
Step 3 How do I know when I have finished the
FBA? When you are confident that you have enough
information to write, and have written, an
accurate hypothesis, you are ready to develop the
BIP. Why is the hypothesis so important? A well
written hypothesis logically leads to specific
interventions. What are the characteristics of a
well written hypothesis? It is specific in detail
and uses objective terms
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EXAMPLES OF HYPOTHESIS STATEMENTS

• When Perry is getting little attention in a large
  group in the classroom,
• Immediate Situation (when?)
• He is likely to shout out profanities and throw
  things to get peer attention,
• Target Behavior (what?)
  Maintaining Function (why?)
• When Monique is asked to do independent work
  (when), she is likely to tear up materials and
  hit her teacher (what) to escape from the task
  demands (why).
• When Jacqueline is prompted to stop playing with
  the computer or tape player in the play area
  (when), she is likely to fall on the floor and
  scream (what) in order to gain access to the
  computer (why).

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EXAMPLES OF HYPOTHESIS STATEMENTS (Continued)

• In the situation with low levels of activity or
  attention at home, Jose will rock and chew his
  wrist to produce stimulation.
• When Jose is asked to dress himself or do other
  nonpreferred self care routines, he will chew on
  his wrist to try to escape from the task demands.
• When Andrea is given a difficult reading or math
  assignment, she puts her head down, refuses to
  respond, and closes her books to try to avoid
  having to complete the assignment.

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FBA Process
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Developing Behavior Intervention Plans

• Strive to make sure there is a logical
  connection between the assessment information and
  the development of behavior intervention plans
• The functional behavioral assessment should have
  a direct impact on the interventions used

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Behavior Intervention Plan (BIP)Part 1
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Behavior Intervention Plan (BIP)Part 2
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Goals of Intervention (A)

• What are the expected outcomes/objective of the
  interventions?
• Describe in global terms

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SAMPLE BEHAVIOR INTERVENTION PLAN (BIP) STRATEGIES

• Antecedent and Setting Event Manipulations (B)
• Address medical, medication, or physiological
  factors
• Make the day more predictable by having a
  consistent routine and providing the student with
  an individual schedule
• Provide opportunities for choice making and
  personal autonomy
• Modify the curriculum and/or instruction
• Strengthen relationships with the student
• Prepare the student for changes and transitions
• (Continued next slide)

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Sample Antecedent-Based Strategies

• Curricular and Instructional Strategies (B)
• Increase or decrease the difficulty level,
  length, or pace
• Use materials that are interesting to the
  student
• During difficult times, provide preferred topics
  or activities
• Alternate preferred and less preferred tasks.
• Analyze and sequence tasks
• Increase reinforcement for correct responses
• Teach skills within typical daily routines
• Get typical peers to provide modeling
• Use natural reinforces

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Sample Antecedent-Based Strategies

• Strategies to Increase Predictability (B)
• Organize the physical environment.
• Organize the students tasks and work materials
  then teach him/her to do it.
• Clarify with the student what is expected before
  each task or activity.
• Develop or modify routines.
• Create an individual written picture, or object
  schedule for the student.
• Prepare the individual for changes.
• Minimize waiting periods or provide other
  activities.

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SAMPLE BEHAVIOR INTERVENTION PLAN (BIP)
STRATEGIES

• Teach Replacement Skills and Other Positive
  Behaviors (C)
• Identify skills/behaviors that produce the same
  outcome/function for the student as the target
  behavior (replacement behavior)
• Teach replacement behaviors and other positive
  skills when the student is not in crisis
• Prompt the student to use replacement skills
  when it is predictable that the target behavior
  will occur (i.e., before the behavior occurs or
  very early in a chain)
• Increase reinforcement for replacement and other
  positive behaviors (i.e., reinforce more often,
  quicker, more reliably, with more powerful
  reinforcers) (Continued next slide)

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Selecting Replacement Skills (C)

• Must fit the strengths and abilities of the
  student
• Must fit the context
• Ideally, replacement skills should transfer
  across people, activities,and settings

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SAMPLE BEHAVIOR INTERVENTION PLAN (BIP)
STRATEGIES

• Natural Consequences and Functional Reinforcers
• (D1)
• Identify the types and schedules of
  reinforcement that are maintaining the target
  behavior
• Provide access to the same type and quality of
  reinforcers when the student engages in
  replacement skills
• (D2)
• Prevent access to reinforcers when the student
  engages in the target behavior
• Use natural, non-punitive consequences for
  behavior

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Sample Behavior Intervention Plan
(BIP) Strategies

• Methods to Promote Lifestyle Change (E)
• Teach adaptive skills in the natural context
• Create opportunities to practice skills
• Teach self-management skills
• Choose skills to teach that the student can use
  across settings when possible

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Lifestyle Interventions (E)

• Examples
• Quality of Life Adaptations
• Help the student maintain friendships by
  inviting peers to play and share in common
  interests
• Use peer networks to introduce the student into
  play groups
• Incorporate opportunities for daily choice
  making in all routines
• Develop an action plan that will move the
  student from a segregated, to an inclusive,
  school setting.
• Sample prospective jobs help the student to
  procure his/her choice

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Crisis Management (F)

• School based management
• Classroom management
• Individual behavior management plan
• District approved crisis management procedures

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Generalization Maintenance (G)

• How will interventions be implemented across
  time, people, and settings?
• What strategies will be used to maintain positive
  behaviors/skills
• Self-management
• Transfer to natural cues and contingencies
• Thin schedules of reinforcement
• Reduce prompting
• Structure
• Supervision over time

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Implement, Monitor and Evaluate the Behavior
Intervention Plan (H)
Step 5

• The FBA team must have an objective way to
  monitor the effectiveness of the BIP. For
  example
• Is there a reduction in the target behavior?
• Are there increases in alternative, positive
  behaviors?
• Did the intervention result in meaningful
  outcomes for the student? For example, was there
  increased participation in social activities and
  friendships, better grades, or were there fewer
  days in detention?
• Develop an objective way to measure and document
  progress in each of the above areas.
• Recording and graphing a relevant measure of the
  target behavior (I.e., frequency, during, etc.)
  and the students use of replacement skills are
  two of the most informative methods for
  evaluation.

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Implement, Monitor and Evaluate the Behavior
Intervention Plan (H)
Step 5

• On what frequency will the information will be
  reviewed? Who will review it?
• Based on the evaluation of effectiveness, the
  following are examples of questions the team
  will need to consider
• Is further assessment needed? Was the
  hypothesis correct?
• Is the plan being implemented consistently?
• Should individual components be modified or
  strengthened?
• Should the plan be expanded to address new
  goals?
• Designing, evaluating, and modifying a BIP is an
  ongoing process.
• A BIP evolves as the student learns new skills,
  life circumstances change, and broader outcomes
  are achieved.
• As an integral part of the IEP, the BIP must be
  reviewed at least annually.

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Post Implementation ofBehavior Intervention
Plan (BIP)
Implement BIP

• After 3 weeks
• Reconvene Team
• Make Modifications

• 3 week interval
• Continue Data
• Collection

• 3 week interval
• Continue Data
• Collection

• 6 weeks
• Reconvene Team

• 9 weeks
• Reconvene Team
• Make Modifications

If unsuccessful Consider LRE placement
If successful Make modifications Continue
implementation

• 3 week interval
• Continue Data
• Collection