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The Functional Behavioral Assessment (FBA)

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Title: The Functional Behavioral Assessment (FBA)


1
The Functional Behavioral Assessment (FBA)
2
Have you ever heard.
  • Larissa, you skipped 2 school days, so were
    going to suspend you for 2 more.
  • Trent, Im taking your book away because you
    obviously arent ready to learn.
  • You want my attention?! You have it! Lets
    take a walk down to the office and talk with the
    principal.

3
Manifestation vs. Cause
  • Traditionally schools have used various kinds of
    negative consequences (e.g., verbal reprimand,
    timeout, suspension, etc.) to reduce or eliminate
    problem behaviors.
  • Experience shows that reactive approaches for
    dealing with inappropriate behaviors, such a
    punishment, do not help teachers or the student
    achieve more acceptable behaviors.

4
A Better Approach
  • looking beyond the misbehavior
  • uncovering its underlying cause

5
What is an FBA?
  • An FBA is the process of determining the cause
    (or function) of behavior before developing an
    intervention or strategies to correct and/or
    eliminate the inappropriate behavior.
  • The intervention must be based on a hypothesis or
    statement about factors that contribute to the
    occurrence and maintenance of the problem
    behavior.
  • An FBA serves as the basis for developing a
    proactive and comprehensive Behavior Intervention
    Plan or BIP.

6
Children are not born bad or with bad behavior
they learn it!
  • We know that children who exhibit unacceptable
    and/or inappropriate behavior have learned this
    behavior from someone and/or somewhere, and
    display the behavior for a specific reason.
  • The task of a childs team is to figure out WHY
    they are displaying the behavior and how we can
    assist the child in changing the inappropriate
    behavior to more acceptable and appropriate
    behavior.
  • An FBA is a strategic tool that can be utilized
    to assess the possible causes of the behavior,
    and to assist in deriving strategies to replace
    and/or eliminate the inappropriate behavior.

7
Basic Concepts
  • An FBA is a problem-solving process
  • An FBA uses varied techniques and strategies to
    identify the purposes (or function) of specific
    behavior
  • An FBA is a tool to select strategies,
    interventions and supports to address problem
    behavior

8
Key Point
  • A child will change his or her behavior only
    when it is clear that a different response will
    accomplish the same things more effectively and
    efficiently.

9
The Logic of an FBA
  • 1. All behavior serves a purpose or a number of
    purposes
  • To get something desirable (e.g., attention,
    desired events or activities)
  • To escape or avoid demands or some other
    undesired events/activities
  • Because of sensory consequences (relieves pain,
    feels good, etc.)

10
The Logic of an FBA
  • 2. All Behavior Occurs with a Context
  • In certain settings (e.g., cafeteria)
  • Under certain conditions (e.g., only when there
    is a substitute teacher)
  • During different types of activities (e.g., art)

11
Why Do an FBA?
  • Looks beyond the behavior to focus on identifying
    biological, social, affective, and environmental
    factors that initiate, sustain, or end the
    behavior in question.
  • Although childrens behaviors may look alike
    and/or sound alike, the causes or functions are
    very different.

12
Fundamental RuleSeek Replacement Behaviors
  • You should not propose to reduce a problem
    behavior without also identifying alternative,
    desired behaviors that the person should perform
    instead of the problem behavior.

13
  • Who Conducts an FBA?
  • An FBA is a total team effort including parents,
    teachers, paraprofessionals and anybody involved
    with the student in his or her educational
    environment (including recess, the cafeteria, the
    bus, etc.)
  • In conducting an FBA, the support of local level
    administration and collaboration among staff and
    other service professionals are essential.

14
  • When is an FBA required?
  • FEDERAL REQUIREMENT (IDEA 2004) when a
    Manifestation Determination Review (MDR) finds
    a childs behavior was a manifestation of the
    childs disability. An MDR is required within
    10 school days of any decision to change the
    placement of a child with a disability because of
    a violation of a code of student conduct.

15
  • When is an FBA required?
  • STATE REQUIREMENT (VA Regs) add that in the
    event that the childs behavior impedes the
    childs learning or that of others, the IEP team
    shall consider either developing goals and
    services specific to the childs behavioral needs
    or conducting an FBA. An FBA is also
    recommended for a student with a disability who
    is subject to long-term removal (more than 10
    consecutive school days).

16
  • Right to an IEE
  • Under IDEA parents have a right to an
    independent educational evaluation (IEE) at
    public expense if they disagree with the
    evaluation conducted by the school. In Virginia,
    this includes FBAs if the FBA included new
    testing and was not merely a review of existing
    data.

17
6 Steps of an FBA
  1. Identify the Problem
  2. Collect Data using Multiple Assessments
  3. Analyze the Data
  4. Make Determinations Hypotheses
  5. Develop Implement a Behavior Implement Plan
  6. Evaluate Progress Follow-up as Necessary

18
Step 1 Identify the Problem
  • Pinpoint the behavior causing learning or
    discipline problems, and define that behavior in
    concrete terms that are easy to communicate and
    simple to measure and record
  • Identify and define the behavior in a broad sense
  • Mark uses inappropriate language at school.
  • Identify and define the behavior in specific
    terms
  • During outside play and/or free time with
    classmates, Mark uses inappropriate language.

19
Skill Deficits vs. Performance Deficits
  • Performance Deficits
  • The student knows the desired skill but is
    unable to perform the skill on a consistent basis.
  • Skill Deficits
  • The students does not know how to perform the
    desired skill.

20
Is the problem behavior linked to a skill
deficit?
  • Is there evidence to suggest that the student
    does not know how to perform the skill and
    therefore cannot?
  • Does the student understand the behavioral
    expectations for the situation?

21
Does the student have the skill?
  • Sometimes it may be that the student can perform
    a skill, but, for some reason, does not use it
    consistently (e.g., in particular settings).
  • Is it possible that the student is uncertain
    about the appropriateness of the behavior (e.g.,
    it is appropriate to clap loudly and yell during
    sporting events, yet these behaviors are often
    inappropriate when playing academic games in the
    classroom)?

22
Addressing Skill and Performance Deficits
  • Recognize the physical signs that the student
    displays when becoming angry.
  • Use relaxation skills
  • Apply problem solving skills
  • Practice communication skills
  • Modify curricular and/or environment
  • Utilize support staff
  • School counselor
  • School psychologist
  • Behavioral Intervention Specialist

23
Step 2 Collect Data Using Multiple Assessments
  • The utilization of direct and indirect
    assessments provides the data essential for
    formulating a hypothesis for the behavior.

24
Indirect Assessment
  • This type of assessment relies heavily on
    interviews with teachers and other adults who
    have direct contact with the student.
  • Indirect assessments may also include interviews
    with the child as well.
  • It is very useful to compare the interviews of
    the adults who have direct contact with the child
    and the child him/herself, in order to gain
    perspective on those things that may be similar
    in nature.

25
Indirect Assessment Important Interview
Questions
  • In what settings do you observe the behavior?
  • Are there any settings where the behavior does
    not occur?
  • Who is present when the behavior occurs?
  • What activities or interactions take place just
    prior to the behavior?
  • What usually happens immediately after the
    behavior?

26
Direct Assessments The ABCs of Behavior
  • A direct assessment consists of observing the
    problem behavior and describing the conditions
    that surround the behavior.
  • Antecedent what occurs right before the problem
    behavior occurs
  • Behavior what the behavior is
  • Consequence what occurs right after the
    behavior occurs

27
Caesar has dyed his hair three colors is teased
several times by his friends before class. When
he enters the class, his teacher stares at his
hair. Caesar immediately says What are you
staring at? His teacher immediately sends him to
in-school detention.
Escape adult peer attention
What function?
Setting event
Antecedent
Response
Consequence
Caesar is teased several times in class about
his hair
His teacher stares at his hair in class
Caesar asks his teacher what shes staring at
His teacher sends him to in-school detention
28
As Victor is walking, other kids look at him
say Whats up? He looks back and says Whore
you lookin at?! You want some of this?!
shakes his fist. Kids shake their heads call
him weirdo.
Access peer attention
What function?
Setting event
Antecedent
Response
Consequence
Victor walks by his peers
Other kids look at him and say, Whats up!
Whore you lookin at? You want Some of this?
Kids shake heads call him weirdo
29
When Sara misses her 1230 pm medication
teachers present multiple task demands, she makes
negative self-statements writes profane
language on her assignments. Teaching staff
typically send her to the office with a
discipline referral for being disrespectful.
Avoid difficult tasks
What function?
Setting event
Antecedent
Response
Consequence
Sara makes negative self- statements writes
profane language
Teacher sends Sara to office for
being disrespectful
Misses 1230 pm medication
Teachers make multiple task demands
30
Step 3 Data Analysis
  • Consider and examine what you have learned about
    the behavior and its context.
  • Compare Analyze
  • Identify Patterns
  • Revise Assessment Plan if Necessary

31
Step 4 Establish Test the Hypothesis
  • Establish a hypotheses regarding the function of
    the behavior. The hypothesis statement is a
    concise summary of information collected during
    the assessment phase and represents the best
    guess regarding the reason(s) for the behavior.
  • Test the hypotheses. Systematically manipulate
    certain variable to determine whether the teams
    assumptions regarding the likely function of the
    behavior are correct.

32
Step 5 Develop and Implement the BIP
  • The IEP team will develop a BIP to address the
    behavior, using the information gathered and
    summarized in the hypothesis of the FBA.
  • The BIP may include strategies to
  • Manipulate the antecedents and/or consequences of
    the behavior
  • Teach more acceptable replacement behaviors that
    serve the same function as the inappropriate
    behavior
  • Implement changes in curriculum and instructional
    strategies
  • Modify the physical environment.

33
  • BIPs must be monitored and data collected and
    recorded on a regular basis.
  • Decisions must be made by the team as to what is
    working and what is not working.
  • For those strategies that are not working, the
    team must modify and/or change the plan to try
    something else.

34
Step 6 Evaluate Progress Follow-up
  • Evaluate the faithfulness with which the plan was
    implemented
  • Evaluate the changes in student behavior
  • Modify the plan if needed
  • Continue plan if warranted and develop phase out
    program as appropriate

35
6 Steps of an FBA
  1. Identify the Problem
  2. Collect Data using Multiple Assessments
  3. Analyze the Data
  4. Make Determinations Hypotheses
  5. Develop Implement a Behavior Implement Plan
  6. Evaluate Progress Follow-up as Necessary

36
Summary
  • An FBA is a tool used to make decisions about
    why behaviors are occurring.
  • Understanding the function of behavior is
    necessary in order to develop an appropriate BIP
    and utilize those plans on a consistent basis
    over a reasonable amount of time to ensure its
    effectiveness.

37
RESOURCES
  • Functional Behavioral Assessments, Behavioral
    Intervention Plans, and Positive Intervention and
    Supports An Essential Part of Effective
    Schoolwide Discipline in Virginia, VDOE, 2nd ed.
    2005-2006 http//www.doe.virginia.gov/support/stud
    ent_conduct/monograph.pdf
  • Appendix A - Additional Information/References
    http//www.doe.virginia.gov/support/student_conduc
    t/appendices.pdf
  • Virginia Office for Protection and Advocacy
    (VOPA) Information About Functional Behavioral
    Assessments http//www.vopa.state.va.us/Publicatio
    ns/Special20Education20Publications/FBAs20-200
    6-09.pdf  

38
RESOURCES (cont.)
  • Suspending Disbelief Moving Beyond Punishment
    to Promote Effective Interventions for Children
    with Mental or Emotional Disorders. (May 2003)
    http//www.bazelon.org/LinkClick.aspx?fileticketm
    dLYu8-RGuU3Dtabid104
  • FAPE An IEP Team's Introduction to Functional
    Behavioral Assessment and Behavior Intervention
    Plans (2nd edition) http//www.fape.org/idea/what
    _idea_is/osher/main.htm
  • ALSO SEE
  • Regulations Governing Special Education Programs
    for Children with Disabilities in Virginia
    http//www.doe.virginia.gov/special_ed/regulations
    /state/regs_speced_disability_va.pdf
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