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What you Should Know about Functional Behavioral Assessment

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Title: What you Should Know about Functional Behavioral Assessment


1
What you Should Know about Functional Behavioral
Assessment
  • Carl J. Liaupsin
  • University of Arizona
  • Daniel P. Davidson
  • Northern Arizona University

2
AGENDA
  • What is FBA / BIP?
  • Legal Requirements / Good Practice
  • FBA at the District and School-wide Level
  • FBA Tools and Techniques
  • Selecting an Intervention
  • Questions

3
STORY OF 3 RUNNERS
  • One runs to get out of the classroom
  • One runs to go towards the playground
  • One runs to get you to chase him

4
FUNCTIONS OF BEHAVIOR
5
FUNCTIONAL HYPOTHESIS
Setting Events (Slow Triggers) that set the stage
for Challenging BehaviorRecent and Frequent
Corrections (return to seat, hands to self, hood
off, etc.)
6
BEHAVIORAL STRATEGIES
7
Legal Issues
  • Use of FBA and Positive Behavior Supports are
    included in federal law (IDEIA)
  • When to develop
  • when students behavior impedes his or her or
    others ability to learn
  • when behavioral goals/objectives in the IEP are
    not enough
  • prior or subsequent to manifestation
    determination decisions
  • when behavioral/instructional approaches
    specified in the IEP are needed (Ca. Ed. Code)
  • Conclusion Addressing behavioral barriers to
    student success is a requirement
  • Courtesy Frank Gresham

8
Legal Issues
  • Etscheidt, S. (2006). Behavioral Intervention
    Plans Pedagogical and Legal Analysis of Issues.
    Behavioral Disorders, 31 (2), 223-243.
  • Analysis of findings from
  • Administrative decisions of Due Process Hearings
  • Court Cases
  • How to stay out of trouble
  • What is best practice

9
Legal Issues
  • Be proactive in developing BIPs
  • Use appropriate assessment data to guide
    development
  • Individualize the BIP
  • Include Positive Behavioral Supports
  • Consistently implement and monitor

10
FBA and BIP at the School-wide and District Levels
11
School Capacity for FBA at Every Level
  • School-wide Level
  • A half or full day of staff training in simple
    FBA
  • Targeted Level
  • School-wide training
  • At least one more highly trained person on team
  • Access to district, program, or consulting expert
  • Intensive Level
  • School-wide training
  • At least one member of the Wrap-around Planning
    Team who is an expert

12
How to Gather the FBA Information
  • Thorough Request for Assistance
  • Begin to Track Behavior
  • Review past records
  • Determine the Integrity of Implementing the
    Current Intervention
  • Interview Key people
  • Observe in Key settings

13
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14
SCATTERPLOT
15
SCATTERPLOT
16
Observations/Feedback
  • Eagle Motto - Be Respectful, Be Responsible, Be
    Caring, Be Safe)
  • Grade Level Date Start Stop

17
Observations/Feedback
  • Eagle Motto - Be Respectful, Be Responsible, Be
    Caring, Be Safe)
  • Grade Level Date Start Stop

18
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19
(Lewis, Scott, Sugai, 1994)
20
(Lewis, Scott, Sugai, 1994)
21
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25
ABC CHART
26
Selecting an Intervention
  • Goal of determining function is to make a good
    intervention decision
  • Teams have shown difficulty in implementing
    functional assessment results
  • The replacement behavior should
  • Serve the same function as the problem behavior
  • Or
  • Eliminate the need to engage in the problem
    behavior

27
Selecting an Intervention
28
Selecting an Intervention
29
Selecting an Intervention
30
Selecting an Intervention
31
Selecting an Intervention
32
Selecting an Intervention
33
FUNCTIONAL HYPOTHESIS
Setting Events (Slow Triggers) that set the stage
for Challenging BehaviorGroup discussion on
reading assignment (she hasnt completed)
34
BEHAVIORAL STRATEGIES
35
Web site for FBA Videos
  • http//www.nau.edu/ihd/positive/vids/video.html
  • SUSTAINABLE BEHAVIOR SUPPORT ORGANIZING BEHAVIOR
    SUPPORT FOR LIFESTYLE IMPACT 2002 - Horner
  • (To get copy of FACTS)
  • THE ROLE OF FUNCTIONAL BEHAVIORAL ASSESSMENT IN
    POSITIVE BEHAVIORAL SUPPORT 2001 - Durand
  • (to get copy of MAS II)

36
Questions?
  • Carl J. Liaupsin
  • liaupsin_at_email.arizona.edu
  • 520-626-1128
  • http//www.ed.arizona.edu/liaupsin
  • Dan Davidson
  • daniel.davidson_at_nau.edu
  • 928-523-7035
  • http//www.nau.edu/ihd/positive/
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