Hampton Township School District
FBA and PBSP
Free Appropriate Public Education (FAPE)
Role of the IEP Team
Functional Behavior Assessments (FBA)
Positive Behavior Support Plans (PBSP)
*Special Factors
The IEP team shall, in the case of a child whose behavior impedes his or her learning or that of others, consider, where appropriate, strategies, including positive behavioral interventions, strategies, and supports that address that behavior.
IDEA 300.346(2)(i)
4
A new way of thinking about behavior
Broadens intervention from only one approach - reducing challenging behavior to…..
Encompasses multiple approaches: changing systems, altering environments, teaching skills, and appreciating (actively acknowledging) positive behavior
5
A team process for goal setting
Functional Behavioral Assessment
Behavior intervention plan design (PBSP), implementation, and evaluation
This means that everyone is prepared to interact with the child in the same way.
In this section we will address the following questions……
What is an FBA? What are the requirements?When do we need to complete an
FBA?What are the types of assessment? What does the FBA result in?
FBA is a process for gathering information
to understand the function (purpose) ofbehavior in order to write an effective
positive behavior support plan.
Behavior support programs and plans must be based on a functional assessment of
behavior and utilize positive behavior techniques
§14.133(a), §711.46(a)
8
Does the student’s behavior impeded his/her learning or learning of others?
Does the student’s behavior significantly differ from that of his/her classmates?
Does the student’s behavior lessen the possibility of successful learning for the student and others?
Have past efforts to address the student’s behavior using standard interventions been unsuccessful?
Does the student’s behavior represent a behavioral deficit or excess, rather than a cultural difference?
Is the student’s behavior serious, persistent, chronic, or a threat to the safety of the student or others?
If the behavior persists, is some disciplinary action likely to result?
Behavior is learned and serves a specific purpose. To get To avoid
Behavior is related to the context within which it occurs
ProblemBehavior
Obtain/GetSomething
Escape/Avoid
Something
SocialTangible/Activity
Adult
Stimulation/Sensory
Peer
What is an FBA?
11
Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/08 http://www.pbis.org/files/1107gsbrieffba.ppt
FB
A L
EV
EL
S
A-B-C data
Structured, Direct Observation3. Complex
Checklist
Functional Assessment
Interview
Initial Line of Inquiry
Brief Observation/Scatter Plot
2. Indirect/
Simple
Archival Review
Problem Solving Meeting1.Informal
What are the levels of assessment? INFORMAL
EASIERSIMPLE
RESPONSIVEINDIRECT
DIRECTNOT RESPONSIVE
COMPLICATEDHARDERFORMAL
All levels of FBA maintain the same goals:
Define the target behavior.Identify the events/antecedent triggers that
reliably predict the occurrence or nonoccurrence of the target behavior.
Identify the consequences that maintain the behavior.
Identify setting events that increase the likelihood of the occurrence of the targeted behavior
What is an FBA?
13
IEP teams determine that the student’s behavior impedes his/her learning or that of others
Start
Conduct Functional Assessment
YES
NO
NO
High Confidence in
Hypothesis
Conduct Full Functional Assessment
Develop Positive Behavior Support
Plan
Develop Positive Behavior Support
Plan
Satisfactory Improvement
YES
Monitor & Modify PBSP Regularly
Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/08 http://www.pbis.org/files/1107gsbrieffba.ppt
1. Identify and agree on the behavior(s) that mostneed to change.
2. Determine where the behaviors occur andwhere they do not. Identify what may contributeto the behaviors. The team will ask some questions.
3. Collect data on the child’s performance from asmany sources as possible.
4. Develop a hypothesis about why problembehaviors occur (the function of the behaviors).
5. Identify other behaviors that can be taughtthat will serve the same function for the child.
6. Address Antecedents and Consequences. The team develops and uses positive behavioral interventions that are written into the child’s IEP and/or positive behavior support plan.
7. Evaluate the success of the interventions.8. Change or fine-tune the plan as needed.
16
1. Define target behavior2. Collect data
• Indirect measures• Direct measures
3. Formulate hypothesis (validate)4. Develop intervention plan (PBSP)5. Implement the plan, monitor and adjust
17
Will the FBA focus on the educational and behavioral needs of a specific child?
• If so, then the FBA qualifies as an evaluation or reevaluation under IDEA and triggers the need to seek written parental consent.
• If, the district uses an FBA as a widespread intervention tool to improve the behavior of all students in its schools, the FBA is not an evaluation and parental consent is not necessary.
18
1. Define target behavior2. Collect data
• Indirect measures• Direct measures
3. Formulate hypothesis (validate)4. Develop intervention plan (PBSP)5. Implement the plan, monitor and adjust
19
1. Define target behavior2. Collect data
• Indirect measures• Direct measures
3. Formulate hypothesis (validate)4. Develop intervention plan (PBSP)5. Implement the plan, monitor and adjust
20
• Initial Evaluation
• Reevaluation – if the purpose of data collection is specific to an
individual student’s educational and behavioral needs
– if additional data is necessary to determine nature + extent of special education and related services needed to develop or modify behavior interventions and PBS in student’s IEP
21
• Reviewing existing data
• Administering a test or other evaluation that is administered to all children, unless parent consent is required for all children
• Review of behavior interventions in school as a whole
• Screening to determine instructional strategies for curriculum implementation
22
1. Define target behavior2. Collect data
• Indirect measures• Direct measures
3. Formulate hypothesis (validate)4. Develop intervention plan (PBSP)5. Implement the plan, monitor and adjust
Problem behaviors are irrelevantAversive events are removedAccess to reinforcers are readily available
Problem behaviors are inefficientAppropriate behavioral alternatives are taughtAppropriate behavioral alternatives are known and
usedProblem behaviors are ineffective
Problem behaviors are not reinforcedDesired behavior ARE reinforced
What does the FBA result in?
Short term solution Manipulate Antecedents Manipulate Consequences Teach Socially Acceptable Functionally
Equivalent BehaviorLong term solution
To remediate skill deficits so that the problem behavior is unnecessary
To design consequences to maintain the new desired behaviors
24
25
4. Develop intervention plan (PBSP) Design Antecedent strategies Design Consequence strategies Select and teach replacement behaviors Implement the plan Monitor and adjust program
Antecedents to the behavior of concern
Behavior of concern
Consequences maintaining the behavior of concern
Perceived function of the behavior of concern
When___(antecedents to the behavior of concern)______________the student___(behavior of concern)_________________________to___(perceived function of the behavior of concern)____________
V. GOALS AND OBJECTIVES – Include, as appropriate, academic and functional goals. Use as many copies of this page as needed to plan appropriately. Specially designed instruction may be listed with each goal/objective or listed in Section VI.Short term learning outcomes are required for students who are gifted. The short term learning outcomes related to the student’s gifted program may be listed under Goals or Short Term Objectives.
MEASURABLE ANNUAL GOAL
Include: Condition, Name, Behavior, and
Criteria(Refer to Annotated IEP
for description of these components)
Describe HOW the
student’s
progress
toward meeting this goal will be measur
ed
Describe WHEN
periodic reports
on progress will be
provided to
parents
Report of Progress
SHORT TERM OBJECTIVES – Required for students with disabilities who take alternate assessments aligned to alternate achievement standards (PASA).
Short term objectives / Benchmarks
VI. PROGRAM MODIFICATIONS AND SPECIALLY DESIGNED INSTRUCTION FOR THE POSITIVE BEHAVIOR SUPPORT PLAN:
A Antecedent (prevention) Strategies
B Replacement Behavior
C Consequences (reinforcement) for when the student performs the replacement behavior:
C Consequences (including procedures to follow) when the student performs the behavior of concern:
– Measurable Annual Goal – Reasonable expectations within 12 month
period– Must contain
• Condition – situation, setting, or given material
• Name – of the student
• Behavior – the action the student will be expected to perform
• Criteria – how we know the student has mastered the skill
Measurable Annual Goal Must be a direct relationship between the FBA
Results and the Annual Goal
Progress Monitoring of the GoalHow?When?
Short Term Objectives
ExampleDuring whole class and small group instruction
and discussion, Chad will participate and decrease off-topic comments and discussions to no more than three off-topic comments and discussions per week over three consecutive weeks. Current baseline is average of twenty-one off-topic comments and discussions per week.
• Manipulate the Antecedents
• Teach an alternative Behavior
• Manipulate the Consequences
REMEDIATE THE SKILL DEFICITS
Desired Behaviors – the behavior that you want the student to perform Long-termMay or May Not
Serve the Same Function
Replacement Behaviors – the behavior you will teach the student to perform that serves the same function as the problem behavior Short TermPlan for fading
34
Components
Replacement Behavior (teaching and maintaining)• Identify functionally equivalent replacement behavior.
Consider…• Is the replacement behavior effective and efficient for the student to use?• The Response Effort: how difficult is it for the person to perform the behavior? (physically and/or cognitively)
Request a Work Check
Request Assistance-help and attention
Request Companionship
Request Attention from staff, from peers
EscapeRejecting “No thank
you”Request a break
from activity, personRequest an alternate
activityAsk to work
somewhere else
• The FUNCTIONALLY EQUIVALENT and SOCIALLY ACCEPTABLE behavior that replaces the problem behavior
• Must know the FUNCTION of problem behavior
REPLACEMENT BEHAVIOR
CURSING AT STAFF
ESCAPE TASKS
function
behavior
REPLACEMENT BEHAVIOR
CURSING AT STAFF
ESCAPE TASKS
REQUEST ALTERNATIVETASK
behavior
function
REPLACEMENT BEHAVIOR
CURSING
ESCAPE TASK
ESCAPE TASK
REQUEST ALTERNATIVE TASK
CURSING
!?!?
Must TEACH Replacement Behavior
Must REINFORCE Replacement Behavior with SAME (or stronger) reinforcement as challenging behavior
Manipulate the Antecedents
Teach an alternative Behavior
Manipulate the Consequences
REMEDIATE THE SKILL DEFICITS
42
Components
Antecedent (prevention) strategies• Remove/reduce identified antecedents to the behavior of concern
• Make the behavior unnecessary in specific situations •Assist with the performance of the replacement behavior (cues and prompts) •Long term strategies to remediate skill deficits
Setting Event Modifications – identify any changes that could make these events less likely or less influential.
Antecedent Modifications – Identify changes that can be made in immediate antecedents to make problem behavior irrelevant.
Consider the following Daily scheduleLevel of prompting/assistanceCurriculum or features of taskGroupings of students
Daily ScheduleIs it readable?Is it known?How many tasks before a break?Is it adhered to?Is it predictable? How much choice do students have in
creating/modifying the schedule?
Prime, Prompt, Fade, Reinforce Select the skill you
will teach Determine the type
of prompt that will be needed to make the learner successful
Determine how the prompt will be faded
To teach: Tell or show the
learner exactly what you want him to do or say (Prime)
Immediately prompt the learner
Reinforce the learner
Repeat and attempt to fade the prompt
Level of Prompting/Assistance
47
Components
Consequence Strategies
Reinforcement for performance of the replacement behavior that
achieves the same function as the behavior of concern (get or escape).
Anything that increases a behaviorAffects you like gravity – whether you are
aware of it or not. Different for individuals
ConsumablesManipulativeActivitiesSocial PhysicalPersonal
Sundberg, 2009
Positive Reinforcement The delivery of
something that increases a behaviorEdibleAttentionMoney
Negative ReinforcementThe removal of
something that increases a behavior Alarm clockTelephoneRequesting a break
REINFORCEMENT must be related the FUNCTION of the Behavior
1. Timing – deliver reinforcers as soon as possible after the behavior
2. Quantity/Quality – reinforcers must be important enough to cause an increase in behavior
3. Contingency – must be a connection between the behavior and reinforcer
4. Deprivation/Satiation – do not overuse reinforcer
51
Consequence Strategies
The withholding of reinforcement for the behavior of concern. This ensures that the behavior of concern is less effective and efficient than the replacement behavior.
**This is the section that includes the crisis plan (a plan to outline the steps taken to avoid a crisis as well as the plan for when a crisis occurs)
Withhold access to the item, attention, etc. that the student is attempting to gain access to when he or she performs the problem behavior
“Escape Something” Function Prevent or don’t
allow for the removal of the stimulus when the student performs the problem behavior First response should
ALWAYS be to PROMPT the STUDENT to PERFORM the
REPLACEMENT BEHAVIOR!
Token economyPoint systemsLevel systems Behavior contractsDifferential
Reinforcement Personal Best
Records
Response CostTime out from RfPlanned ignoring Extinction “Broken Record”
http://www.pattan.net
http://cecp.air.org/fba/default.asp
http://www.aboutourkids.org/files/articles/nov_dec_2.pdf
http://www.wrightslaw.com/info/discipl.fba.jordan.pdf