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Functional Behavior Assessments:

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Functional Behavior Assessments: Rationale, Tools, and Expectations Overview of Presentation The why and when of conducting a functional behavior assessment Tools and ... – PowerPoint PPT presentation

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Title: Functional Behavior Assessments:


1
Functional Behavior Assessments
  • Rationale, Tools, and Expectations

2
Overview of Presentation
  • The why and when of conducting a functional
    behavior assessment
  • Tools and process
  • Written summaries of FBA
  • Connection with Proactive Behavior Intervention
    Planning

3
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4
Minnesota Definition of a Functional Behavior
Assessment
  • "Functional behavioral assessment" or "FBA"
    means a process for gathering information to
    maximize the efficiency of behavioral supports.
  • (MN Rule 3525.0210 sup. 22)

5
Why Functional Behavioral Assessments are
Beneficial
  • Majority of student behavior is purposeful
  • Behavior (appropriate and inappropriate) relates
    to the context(s) in which it occurs
  • Past-to-present events influence behavior
  • FBAs provide a predictive function

6
Advantages of utilizing FBAs
  • Improves understanding of the causes of behavior
  • Facilitates hypothesis-driven interventions
  • Emphasizes skill building rather than punishment
  • Increases chance of positive student outcomes

7
When is an FBA Required?
  • The emotional and behavioral disorders disability
    criterion currently requires that an FBA be
    conducted as part of the determination process
    (Minnesota Rule 3525.1329).

8
When is an FBA Required?
  • An FBA is required before a students IEP team
    makes a determination that conditional procedures
    should be in a students comprehensive behavior
    intervention plan (Minnesota Rule 3525.2710 Subp.
    4F).

9
FBA Requirements Related to Suspensions
10
Pattern of Removal Requirement
  • When a pattern of removal has the effect of a
    change in placement for a student, a functional
    behavior assessment needs to be conducted

11
Other Instances for Conducting an FBA
  • When a team is considering a more restrictive
    placement due to behavioral concerns
  • When emergency intervention used 2x in a month,
    team meeting to determine if additional
    evaluation needed and IEP amendment (MN Rule
    3525.2900)
  • As outlined in the Behavior Intervention Plan

12
Current Data Collection Tool
13
An FBA includes
  • Description of problem behaviors Challenging
    behaviors defined in observable and measurable
    terms (i.e., one can see and count the behavior)
  • When the behavior is most likely to occur
    Identification of events, times, and situations
    that predict the occurrence of the behavior
  • When the behavior is least likely to occur
    Identification of events, times, and situations
    that predict the nonoccurrence of the behavior

14
An FBA includes (Cont.)
  • Identifies the Antecedents, Consequences, and
    Reinforcers that maintain the behavior
  • Hypothesis statement Possible functions of the
    behavior
  • Replacement behaviors Possible positive
    alternative behaviors
  • Assessment tools Includes a variety of data
    collection methods and sources that facilitate
    the development of hypotheses and summary
    statements regarding behavioral patterns

15
Data Collection Tools
  • Interviews
  • Parent and staff interviews
  • Conducted individually or through team process
  • Examples on website
  • Student interview
  • Frustration and stress survey
  • Examples on website

16
Team Interview Framework
  • Narrative Option
  • Visual Overview Option

17
ABCs of Behavior FBA Terminology
Consequences


Antecedents
Behavior

(Outcome/Function)
B
C
A
Reinforcement
Punishment
Problem Behavior
Appropriate Behavior
Access
Avoid/Escape
Setting Events
Immediate
Power/control Attention Acceptance Affiliation Gra
tification Justice/revenge Protection Etc.
or
Tasks Consequences Individuals Stress/anxiety Acti
vities Symptoms Etc.
or
Goal Decrease
Goal Acquire skill Increase
Fast Triggers
Slow Triggers
Environmental factors that influence behavior,
not immediate
Occur immediately before a behavior
18
Data Collection Tools (Cont.)
  • Direct Observations of Student
  • Purpose
  • Opportunity to objectively support (or deny) a
    relation between behavior and environmental
    events
  • provides pre-intervention information useful for
    determining the significance of the problem
    behavior and the effects of environmental,
    curricular, and replacement behavior
    manipulations.
  • Provide basis for hypotheses statements that will
    guide behavior support plan development.
  • File Review Carefully review information for
    patterns and necessary information
  • Additional Surveys and Checklists

19
FBA Process and Expectations
  • Team approach important
  • Lead needed to coordinate assessment and
    information gathered
  • Data collection requires communication and
    collaboration among team members -who collects
    what information can vary
  • Written product contains required information

20
Written Expectations for FBAs
  • Supplementary FBAs
  • Notice of evaluation plan completed
  • Use supplementary evaluation report form in
    Campus
  • Integrated in a comprehensive evaluation

21
FBAs Connection with Behavior Intervention Plans
  • The data that is gathered through a Functional
    Behavior Assessment forms the basis to develop
    Behavior Intervention Plans
  • The objective of any behavioral intervention must
    be the following
  • - pupils acquire appropriate behaviors and
    skills
  • - skill acquisition focus rather than merely
    behavior reduction or elimination
  • - designed to allow a student to benefit from an
    appropriate, individualized educational program

22
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