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Functional Behavioral AssessmentsPaul KnightNancy LindahlSeptember 24, 20101

WELCOME!Your TrainersPaul Knight

Principal-Lakeside Academy 3rd year and at Valley Center School for 25 years

PBLS Specialist: Specialty Schools

School Psychologist Croyden Ave School for 5 years

Ph.D. Applied Behavior Analysis

Your TrainersNancy LindahlPositive Behavior Support Coach-KRESA

20 years as a middle school Special Ed Teacher MI & NY

10 years as founder and Behavior Specialist ofKalamazoo Advantage Academy

The Instructional Center, working in collaboration with local districts, state agencies, universities and other intermediate school districts, is involved in all aspects of curriculum and instruction, focused on assisting local districts and school buildings in improving and enhancing student achievement.KresaNorms

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Review QuestionnaireWhy (Rationale and background)

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Todays AgendaGroup Activity: Case Study The Science of BehaviorFunctional Behavior AssessmentCompleting your own AssessmentFunctional AnalysisThe Rest of the StoryF-BSP TeamingPackets of resources

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Task 1a: Case Study

Please write a paragraph introducing us to a student whose behavior is problematic. This should be a student you know well enough to describe behavioral issues.

Do not use the students real name in your description.

Share problems within group and then class. 9

Objective for Today10Introduce you to and practice a process to increase your likelihood of developing interventions that will change behavior in the desired direction. Precision in Language/CommunicationOrganize the ProcessIncrease ConfidenceOrganize Your Analysis/ThinkingNonclassroomSetting SystemsClassroomSetting SystemsIndividual StudentSystemsSchool-wideSystemsSchool-wide PositiveBehavior SupportSystems

11111.Common purpose & approach to discipline2.Clear set of positive expectations & behaviors3. Procedures for teaching expected behavior4.Continuum of procedures for encouraging expected behavior5. Continuum of procedures for discouraging inappropriate behavior6. Procedures for on-going monitoring & evaluation

12School-wide Systems12SAY: Although most schools have a written conduct of conduct or discipline policy which is important, it tends to focus on procedures for processing rule violations (5.).

Effective school-wide discipline systems have a matching and strong proactive component that teaches and encourages prosocial behavior, and provides an on-going progress monitoring system.

The remaining five items are important but difficult to sustain without clear school-wide investments and structures in place.NonclassroomSetting SystemsClassroomSetting SystemsIndividual StudentSystemsSchool-wideSystemsSchool-wide PositiveBehavior SupportSystems

1313Classroom-wide positive expectations taught & encouragedTeaching classroom routines & cues taught & encouragedRatio of 6-8 positive to 1 negative adult-student interactionActive supervisionRedirections for minor, infrequent behavior errorsFrequent precorrections for chronic errorsEffective academic instruction & curriculum

14ClassroomSetting Systems14SAY: Effective classroom environment is important because well-organized and managed classrooms provide opportunities for teachers to teach and students to learn both academic and social skills.

Good things to look for as you visit a classroom in the FBA process. Review these in slightly more detail.NonclassroomSetting SystemsClassroomSetting SystemsIndividual StudentSystemsSchool-wideSystemsSchool-wide PositiveBehavior SupportSystems

1515Positive expectations & routines taught & encouragedActive supervision by all staffScan, move, interactPrecorrections & remindersPositive reinforcement

16NonclassroomSetting Systems16Example from the Boston FlightSAY: All teachers and educational leaders know that what happens in the non-classroom settings (e.g., hallways, cafeterias, playgrounds, parking lots, etc.) can carryover into the classroom (and vice versa). In nonclassroom settings, academic instruction isnt available to engage students and serve as a behavior management strategy.

Educational leaders must ensure that effective practices are in place in nonclassroom settings. The most important evidence-based practice is active supervision.

The Active Supervision and Nonclassroom Setting Self-Assessment in Appendix 6 can be used by educational leaders, teams, or facilitators to assist staff in reflecting on their own teaching practices and to develop individual or group action plans for professional development.

NonclassroomSetting SystemsClassroomSetting SystemsIndividual StudentSystemsSchool-wideSystemsSchool-wide PositiveBehavior SupportSystems

1717Behavioral competence at school & district levelsFunction-based behavior support planning Team- & data-based decision makingComprehensive person-centered planning & wraparound processesTargeted social skills & self-management instructionIndividualized instructional & curricular accommodations18Individual StudentSystems18SAY: If we are successful in establishing effective school-wide, classroom, and nonclassroom practices and systems, we can support a majority of students and staff. However, some students will require more specialized, intensive, and possibly individualized PBS.

To be effective in supporting high-need students, behavior specialists must have access to and fluent knowledge about tertiary level interventions and systems as characterized by these 6 sample items. They also must be fluent in the use and facilitation of these skills.

One of the main objectives of school-wide PBS is to facilitate the accurate and sustained implementation of tertiary level interventions with student who display the most challenging problem behaviors.

An important element of individual student systems is adopting a function-based approach which generally means using information about what triggers and maintains problem behaviors to build effective behavior intervention plans. Functional behavioral assessments are conducted to build and serve as the backbone of these plans. Two checklists can be used to validate the completeness and accuracy of functional behavioral assessments and behavior intervention plans (see Appendices 7 & 8, respectively).SummaryCreate systems-based preventive continuum of behavior supportFocus on adult behaviorEstablish behavioral competenceUtilize data based decisionsGive priority to academic successInvest in evidence-based practicesTeach & acknowledge behavioral expectationsWork from a person-centered, function-based approach Arrange to work smarter1919This is the philosophy of the PBS initiative. Prevention by defining teaching monitoring- acknowledgingUse research and evidence as the guideBe focused

Task 2a: Read and Report`Get into groups of 5. Assign a number to each person in your group, 1-5.

Find the blue page titled: Technical Adequacy of the Functional Assessment Checklist. Read it.

Answer the question on the next slide corresponding to your number.

Report to your group on your information.

Report to whole group and compare responses.

20Task 2b: Read and ReportWhat is functional behavior assessment?

What are the sources of data used in an FBA?

Is it a research based practice?

What is the potential success rate of interventions not using an FBA?

Why is a functional analysis less practical or not useful?21Some working definitionsBehavior what someone does (an observable and measurable action)

Behavioral Function As key aspects of the environment change so does behavior.

Functional Behavioral Assessment (FBA) - A systematic team process for determining the environmental variables that impact the behavior.

Functional Behavior Analysis A scientific process for determining the environmental variables that impact behavior (ABCs, setting events, etc.)22Quiz later - 22Behavioral Science 101General Concepts23

Changing the Way We Think (about problem behavior)

24In a function based approach effective solutions to problem behavior focus on environmental events that trigger and maintain behavior.Rarely can problem behaviors be impacted by focusing on within-person pathologies. This can be a dramatic shift in thinking for many school personnel.

Change the environment rather than fixing the person.Changing the Way We Think25At the foundation of FBA are three major tenets about behaviorHuman behavior is predictableHuman behavior is changeableHuman behavior is functionalChanging the Way We Think26Human behavior is functionalThe purpose is to obtain somethingorThe purpose is to avoid or escape somethingPeople behave the way they do for a reason behavior serves a purposeStudents use effective strategies more often than ineffective strategiesChanging the Way We Think27Human behavior is functionalStudents sometimes learn that problem behavior is more efficient for obtaining what they wantStudents sometimes learn that problem behavior is more effective for obtaining what they wantStudents use effective/efficient strategies more often than ineffective or inefficient strategiesChanging the Way We Think28Human behavior is predictableEnvironmental conditions can Set upSet offBehavior is a function of the environment (and does not occur in a vacuum)Or, maintain student behaviorChanging the Way We Think29Human behavior is changeableDesign of effective environmental routinesThese routines focus on changing the conditions that set up, set off or maintain problematic behaviorFBA switches the focus from treatment of within-child pathology toThese routines make the problem behavior irrelevant, inefficient, or ineffective``In An Effective EnvironmentProblem behaviors are irrelevant whenChild doesnt need to escape anymoreChild has access to positive events more commonlyProblem behaviors are inefficient whenAlternative behavior is availableAlternative behavior is taughtProblem behaviors are ineffective whenProblem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid.3030Definition of InsanityDoing the same thing over and over again and expecting different results.31Albert Einstein

31Science of behavior has taught us that students.Are not born with bad behaviorsDo not learn when presented contingent aversive consequences..Do learn better ways of behaving by being taught directly & receiving positive feedback.consider function3232

I know that you believe that you understood what you think I said, but I am not sure you realize that what you heard is not what I meant. Robert McCloskey, State Department spokesman (attributed)

Precision in Communication33Lesson learned through the science of behaviorInterventions in schools should focus on changing behaviors, not treating diagnostic labels, categories, or conditions.3434The example of dyslexia.Task 3: Trait or BehaviorAlthough people usually view others in terms of personality traits, this model looks at behaviors. See whether you can differentiate between the types of descriptions in the following paragraph. It may be helpful to use the following:Behavior = what person doesTrait = what person is35

35Task 4: Observable BehaviorFirst work individually and then compare your answers with your tablematesComplete the Observable vs. Unobservable worksheet 36

36Precision Communication37When doing an FBA, using precise language is necessary to complete the assessment, and it helps later in intervention planning.The words we use to describe human actions (action verbs, topography)The sequence in which we describe things (patterns of actions, what occurs 1st, 2nd, etc.)

The numbers we use to describe behavior (frequency, duration, latency, time-of-day)Precise problem statements include info about the core Ws: What, Where, Who, and WhenTask 1b: Case Study ContinuedRewrite/revise the paragraph introducing us to a student whose behavior is problematic. See if you can make your description more precise.

You will share revisions within group and then class. 38

38Behavioral Science 201Specific Terminology39

Behavior is the result of the interaction between the individual and their environmentMotivationConsequenceBehavior

Antecedent 4040Behaviors are influenced by antecedents - that is, what happens or does not happen in the environment affects what a child does or does not do. For instance, the size of a classroom or the number of students, the school curriculum, transitions, how the teacher interacts with the child, or anger carried over from home, the community or the bus may all affect how a child behaves.Knowing what supports positive and negative behavior is helpful for program planning. If behaviors can be predicted to occur under specific circumstances, then modifying the environment to decrease the opportunity for the behaviors to occur should be a planned part of a childs program.It is easier to prevent problem behaviors than it is to appropriately deal with them after they have occurred. Effective teaching includes establishing structure, routine and procedures that support positive behavior development.

The A-B-Cs of Behavior Science41Conditions under which behavior is likely to occurBehaviorEvent that maintains the occurrence of behaviorAntecedentBehaviorConsequenceThe Three-Term Contingency41Antecedent eventsWhat sets off his/her behavior?Occurs before behaviorWhen told to get ready for bed, Darius brushes his teethWhen Sally sees a commercial for potato chips, she goes to the kitchen to get a snackWhen Andrew sees the police car, he hides in the bushes.

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42More examples of antecedent ortriggering eventsWhen a peer teases her walk, Cologne uses verbal profanityThe parents directions are triggers for Demetris display of verbal noncomplianceWhen her sister sits next to her, Tristen screams.43

43Task 1c: Case Study Continued

In your case study determine any antecedent or triggering events for your students problem behavior.

Report to the group/class.44

Setting EventsUnique situations/conditions that, when combined with the antecedents/context, increase or decrease in likelihood of the behaviorMay not be present May not be obviousNeed to examine patterns to determine if an event sets up a conditionExamples include: hungersocial conflictadequate sleep 4545Unique situations in which factors unique to individual Make problem behavior more intense or more likely to occur (e.g., illness, fatigue, hunger, social conflict). By changing value of reinforcersE.g., praise less effective, peer attention is more reinforcing, work completion is less importantFor example during MEAP parents are encouraged to make sure their children have adequate sleep and eat breakfast SETTING EVENT!Setting events may include medical and health issuesFailing to take regularly delivered medication increases the likelihood that John will yell at his children.When Susie has physical discomfort associated with sitting for long periods of time, she is more likely to throw down her books and cry.46

46Other Examples of Setting EventsActivity PatternsWhen the chore has little variety and involves repetitive tasks, Mary is more likely to ignore her parents when asked to do the work.Following a change in routine or schedule in Michaels day, Michael will refuse to leave his assigned table when asked to line up.On many days, as the time for math class nears Jamal gets sent to the office.

Relationships with OthersKevin is more likely to put his head down and close his book when he has been reprimanded by a teacher earlier in the day.When Carla has spent the weekend at her fathers house, and her morning routine has been hurried, she is more likely to talk back to teachers and refuse to do what she is asked.4747Task 1d: Case Study Continued

In your case study determine any setting events for your students problem behavior.

Report to the group/class. 48

Consequence eventsWhat happens immediately after the behavior occurs Could be EnvironmentalProvided by adult or peerInternal etc.

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49Learning50Behaviors that result in desirable consequences for the student are more likely to occur in the futureBehaviors that result in undesirable consequences are less likely to occur in the future50Following Demetris verbal noncompliance, parent walks away and does the chore themselvesWhen Colleen uses verbal profanity, peers start to argue with her When Tristen screams, the parent tells Tristens sister to move.51

What is the Consequence?51Behaviors serve one of two motivation functionsThey help us to get something we like.Tangibles (food, toys, money, etc.)Attention (smiles, conversation, scolding, etc.)Internal states (rest, self-stimulation, success, etc.)They help us to escape or avoid something we do not like.Tangibles (disliked food, scary items, etc.)Attention (scolding, conversation, lectures, etc.)Internal states (failure, fatigue, pain, etc.)5252Identifying Maintaining Consequences53Given a Problem BehaviorGet: Object, Activity, Sensation Avoid: Object, Activity, SensationSocialPhysiologicalSocialPhysiologicalPrecise EventPrecise EventPreciseEventPreciseEventObject/ActivityObject/ActivityPreciseEventPreciseEventVideoWhat about Power, Control, Choice, Revenge?These are large social constructs that do not help in the design of specific behavior support. Each can be narrowed to what you get or what you avoid. To make functional assessment functional the outcomes must be very specific and precise.Identifying Maintaining Consequences54Given a Problem BehaviorGet: Object, Activity, Sensation Avoid: Object, Activity, SensationSocialPhysiologicalSocialPhysiologicalPrecise EventPrecise EventPreciseEventPreciseEventObject/ActivityObject/ActivityPreciseEventPreciseEventConsider response classSet of topographically different behaviors with similar or related purpose or functionHit, spit, runaway, yellEscape difficult task requestCry, hit, whine, raise hand, spit..Obtain adult attentionMake noises, poke at other student, ask a lot of irrelevant questions, asks to sharpen pencil or go to the bathroom.. What possible response class?Nancy lunch detention story.55Changing the Way You ThinkIn life there is neither good nor bad, there are only consequences. From a Fortune Cookie-----

One persons trash is another persons treasures.

The only thing I have ever been good at is being bad.

56Task 1e: Case Study Continued

In your case study determine any consequent events for your students problem behavior.

Report to the group/class.

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Why is understanding the science important in schools work?Knowledge is definitely power (and at least comfort in being able to predict the outcomes).

Keeps people from wasting time and admiring or perpetuating the problem.

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child.58FBAFinally!59

Presenting

THE FBA!!!Functional Behavioral AssessmentDefined:

Functional behavioral assessment is a process for identifying the events that reliably predict and maintain problem behavior.

6061Behavior Support ElementsProblem BehaviorFunctional AssessmentContent of Support PlanFidelity of ImplementationImpact on Behavior and Lifestyle*Team*Specialist*Hypothesis statement*Competing Behavior Analysis *Contextual Fit*Implementation Plan*Technical Adequacy* Strengths* Preferences* Lifestyle visionFrom Horner, Anderson and Todd on PBIS site.61Outcomes of a Functional Behavioral AssessmentOperationally defined problem behavior(s)By response class

Identify routines in which the problem behavior is most and least likely to occur

Define the antecedent events (triggers; setting events) that predict when the problem behavior is most likely

Define the ONE consequence that contributes most to maintaining the problem behavior in that routine.

Summary Statement of findings.

62Improving Decision-Making63ProblemSolutionFromToProblemProblemSolvingSolutionFBA Information

Many ways to do FBASimple/ Typical FBAInterview the person who knows the student best

Build a summary statement Setting Antecedent Prob Beh Consequence Event (Trigger) (Maintaining)

Use direct observation to verify the summary statement64FACTSDemoFrom simple to complex(see Crone and Horner pg. 22)Simple Functional Assessment20 minutes to one hourInvolves interview(s) and/or checklists (e.g. FACTS)Full Functional AssessmentUsually 2-4 hoursInvolves interviews, observations, records searchFunctional AnalysisCan be 20 hours or moreInvolves above plus systematic experimental manipulations6565Reliability and TV exampleA functional assessment doesnt leave treatment selection to chance66

Ms. Jones gambles Jennys Education on a hunchLets see what I can do to get Jenny to behave!!66Functional Assessment ProcessDescribe the specific behaviorIdentify the variables impacting that behavior (e.g., antecedent, consequence)Identify function of behaviorDevelops a best guess or hypothesis to summarize the behavior and relationship to the environment67 Behavior Antecedent ConsequenceFunction67Defining the Problem Behavior for Functional AssessmentMust be specific/ observable/ measurableMust be behavior (an action done)Repeated behaviorBehavior that interferes with learningLook for patterns of problem behaviors6868Excess behavior- behavior that occurs too much orDeficit behavior-behavior that does not occur enoughThe following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M. Scott, Ph.D.Carl J. Liaupsin, M.S. C. Michael Nelson, Ed.D

http://serc.gws.uky.edu/pbis/69

69When the lunch bell rings, Billy runs and sits at the table. Once seated he can open his lunch box and begin to eat.What is the motivation for Billys running to the lunch table?70A.Obtain items/activitiesB.Avoid adultC.Obtain peer attention

70When her lab partner has body odor, Suzanne asks to work alone at her desk during class.What is the motivation for Suzannes asking to work alone?71A.Obtain peer attentionB.Obtain items/activitiesC.Avoid Peer(s)

71Mr. Feeble asks Ralph to take out his math book. Ralph responds, Your mother wears combat boots. Mr. Feeble then sends Ralph to sit in the hall instead of doing mathWhat is the motivation for Ralphs rude comment to Mr. Feeble?72A.Avoid task or activityB.Avoid Peer(s)C.Obtain adult attention

72Sally sits next to Simon. Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him. Sally giggles.What is the motivation for Simons bizarre behavior?73A.Avoid task or activityB.Obtain peer attentionC.Avoid Adult

73What events maintain behaviorTwo Basic FunctionsObtainAttention from peersAttention from adultsItemInternal stimulationEscapeAvoid peersAvoid adultsAvoid task/workInternal stimulation

7474Lets Look at Some Examples of What We Have Talked About So Far7575Setting EventsTriggeringAntecedentsMaintainingConsequencesProblemBehaviorFBA Summary Statement1234Head HitIn room with Noise and/or too many peopleAvoid noise/peopleAllergies76Sequoia did not eat lunch at school again. When she comes home from school and her father asks her to do her homework before she can have a snack, Sequoia refuses to work. Her father yells at her and sends Sequoia to her room where she has hidden some cookies. Setting eventAntecedentBehaviorConsequenceMisses lunchFather asksher to go to do homeworkSequoia refusesto work. Sent to room, where she eats cookies.What function?7777Sequoia did not eat lunch at school again. When she comes home from school and her father asks her to do her homework before she can have a snack, Sequoia refuses to work. Her father yells at her and sends Sequoia to her room where she has hidden some cookies. Setting eventAntecedentBehaviorConsequenceMisses lunchFather asksher to go to do homeworkSequoia refusesto work. Sent to room, where she eats cookies.What function?Obtain items7878Jason screams and hits his head when approached by his sisters, Marge or Allison. When he screams, Allison and Marge move away and leave Jason alone. This is more likely to happen if Jason is tired.Setting eventAntecedentBehaviorConsequenceTiredApproached by Marge and AllisonScream,hits headAllison and Marge leave Jason aloneWhat function?Avoid peers7979Marla steals objects and hides them in her desk/backpack. There is always a big scene when the objects are discovered by her teacher. The problem is most likely during independent/seat work.Setting eventAntecedentBehaviorConsequenceTeacher occupiedWorking aloneStealing objectsTeacher causes big sceneWhat function?Obtain Adult Attention8080Setting eventAntecedentBehaviorConsequenceCaesar smokespot with friendsPolice officerseen driving upCaesar hidesbehind a bldg.Police officer drives by without stopping.Caesar is smoking pot with his friends at the corner. When a police officer is seem driving down the street, Caesar and his friends duck behind a building. The police officer drives by and keeps going.What function?Escape adult/orpeer attention8181Setting eventAntecedentBehaviorConsequenceJoshua playing Video gameMothers repeated requestfor Josh to pick up clothes.Joshua throwshandset at momand stomps off.Mom screams at Joshua then picks up his clothes.Joshua is playing a video game. His mother asks him to pick up the clothes he has left laying all around the living room. After repeated requests, Joshua throws the handset at his mothers head and stomps off into his room. Mother screams at him and later picks up his clothes.What function?Avoid task8282Setting eventAntecedentBehaviorConsequenceJennifer is building with Legos.Loud musicJennifer rocksand screeches.Mom tells boys to turn the music off.Jennifer is building with legos. Her brother and his friends in the room turn up their music because it is their favorite new song. Jennifer begins rocking and screeching. Mother comes in and tells the boys to turn off the music.What function?Avoid sensory input8383Setting EventsTriggeringAntecedentsMaintainingConsequencesProblemBehaviorFBA Summary Statement123484Generate a Hypothesis StatementA hypothesis statement is a summary statement that describes the teams best guess about the relationship between the problem behavior and the characteristics of the environment the specific functionThe goal is to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior8585Hypothesis StatementWhen this occurs(describe the circumstances)

The child does(describe the behavior)

To get/avoid(describe the consequences)8686Sample Hypothesis StatementsWhen the teachers attention is withdrawn or focused on another child, Lisa makes noises; this results in the teacher scolding her and moving her closer.When Donna finishes work before the other students, she scribbles on her desk; this alleviates her boredom.When Marcus is unclear about the directions for an assignment, he stays in his seat and talks to peers; this keeps him from feeling frustrated.When unanticipated changes occur in the schedule, Ben throws his materials; having to pick them up delays the transition to the next activity.8787Functional Assessment ToolsDoing an FBAThere are many tools available to help in completing a functional assessmentThere are two protocols in your handoutsF-BSPFACTSWe will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

8888Doing Any FBANeed a mechanism to start the process Request for AssistanceInformal RequestFormal RequestParent contact before doing the FBA.Parent Permission Form

Get On With It!89

Functional Assessment Checklist for Teachers and Staff (FACTS)90

FACTS-Part AA two-page interview used by school personnelCompleted by people (teachers, family, clinicians) who know the student best, and used to either build behavior support plans, or guide more complete functional assessment efforts. Can be completed in a short period of time (5-15 min). Efficiency and effectiveness in completing the forms increases with practice9191FACTS-Part A:Example92

92Complete Demographic InformationComplete Student ProfileIdentify Problem BehaviorsIdentify Where, When and With Whom the Problem Behaviors are Most LikelySelect Routines for Further AssessmentMeet Eddie McDowellEddie is a student that we will use for a case study6th graderTeacher reports that he is argumentative and sometimes engages in physical aggression9393Eddie is a fictional character used to demonstrate the functional assessment process and the behavior intervention plan process94TeacherEddieEddie, please begin your assignment.What assignment?I finished it.I dont have it with me now.You never believe me.#*@% -YOU!Pulls away, glares, & raises fist as if to strike.The assignment you should be working on right now.Great, please show it to me.You have a choice..show me your work or do it again.I guess youve made the choice to do it again.Thats disrespectgo to the office.Moves closer& puts hand on Eddies shoulder.Make me.94Here is an example of major discipline incident for EddieWhats up with Eddie?95

95Summarizing the problem for EddieSetting EventsTriggeringAntecedentsMaintainingConsequencesProblemBehaviorExtended structured activity (math)

Do a difficult taskThreatens, Uses profanity

Remove fromclass.FunctionAvoid task9696Problem behaviors are irrelevant whenChild doesnt need to escape anymoreChild has access to positive events more commonlyProblem behaviors are inefficient whenAlternative behavior is availableAlternative behavior is taughtProblem behaviors are ineffective whenProblem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid.Task 1f: Case Study ContinuedBased on the information you have brought with you complete this section of the FACTS97

How to Complete the FACTS-Part BExamine each time/activity listed as 4, 5 or 6 in the Table from Step #4. If activities are similar (e.g. activities that are unstructured; activities that involve high academic demands; activities with teacher reprimands; activities with peer taunting) and have similar problem behaviors treat them as routines for future analysis.Select between 1 and 3 routines for further analysis. Write the name of the routine, and the most common problem behavior(s). Within each routine identify the problem behavior(s) that are most likely or most problematic.For each routine identifies in Step #5 complete a FACTS-Part B 9898How About Eddie?99

99FACTS-Part B:Example100

100Task 1gComplete a FACTS Part B on your student

Share with group/class101Task 1gPick a partner at your table.

Interview your partner, completing a FACTS Part B on your student.

Share with class.102Full FBAThe full FBA builds on the simple FACTSThe full FBA includes:Observations of the studentAdditional Interviews:Other teachersOther school personnel involvedParentsStudent

103Full FBADo a full FBA when the hypothesis is rated at 3 or less on the initial teacher interview.If the student is at risk for suspension, expulsion, alternative placement or other disciplinary action that would restrict access to public education.

104Full FBATools - Interviews:Original teacher interview on FACTSInterview of parent(s) use first two pages of F-BSPInterviews with other staff use either the FACTS, or first two pages of F-BSPInterview with student: See student interview format (Appendix D - Crone & Horner)105Full FBATools Observations:ABC Observation From Appendix GFunctional Assessment Observation Form Appendix HAny tool you are familiar with that addresses the problem behavior.Review handout forms

106Full FBAObservations:At least one is required.Do as many as necessary to develop a strong hypothesis.If you are unsure of your behavior definition, do inter-observer reliability check 85% or higher agreement is adequate.If you are unsure that the problem is unique to this student, do observation on other students and compare.107Gather the interviews and observationsComplete the F-BSP form108Task 1h: Case Study ContinuedIf your case required a full FBA what would you add and why?

Share with group/class.109Use FBA to Design Effective Support:The Design of Effective EnvironmentsProblem behaviors are irrelevantAversive events are removedAccess to positive events are more common

Problem behaviors are inefficientAppropriate behavioral alternatives availableAppropriate behavioral alternatives are taught

Problem behaviors are ineffectiveProblem behaviors are not rewardedDesired behavior ARE rewarded110Designing Effective Behavior Intervention PlansBehavior support is the redesign of environments, NOT the redesign of the individual.Make the environment effective for this kidBehavior Intervention Plans describe what WE will do differently

111111The problem is not just with the child, but in relationships between the child and the environment.

Interventions must involve the educational environment as a whole, not the child alone..

An intervention in a course of behavior is designed to change the outcome by preventing the behavior from actually occurring, reducing the severity of the behavior, by de-escalating the behavior before it becomes extreme, or by assisting the student to use skills he or she has been taught to make a better behavioral choice.An intervention is not an intervention unless it changes behavior!It typically begins by teaching the implementers how to do things differently.112The difference between FBA and FBAFunctional Behavioral AssessmentThe use of interviews, rating scales, and observations to determine the function or purpose for the behavior, the variables that instigate it and the variables that maintain it.Functional Behavioral AnalysisThe manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior.113The BSP Team StructurePage 89 in book

114Team ProcessPage 90

115Simple Team Agenda Initial Meeting p 98

116Simple Agenda 3rd MeetingPage 99

117Sample Meeting Notes Formpage 101

118Efficiency of FBA Processpage 100 - 106

119Efficiency of FBA ProcessAt any meeting in the process develop meeting norms around the following.Be sure to have a note taker.Be sure to have a time keeper.Have a chair or facilitator.Norms keeper to be a positive nag about following the norms.

120Sample Partnership AgreementPage 103

121Now What?Any further QuestionsSpecific Concerns with a Student AssessmentOn-line questionnaire within two weeksHow are you doing with your first caseOffice Hours?Interventions Other training sessions122122