Download The Functional Behavior Assessment

THE FUNCTIONAL BEHAVIOR
ASSESSMENT
Kimberly Scalf and Jessica Koon,
KCS School Psychologists
January 7, 2015
Norms
• ‘Mute’ cell phone ringers.
• Minimize time checking cell phone calls or email.
• Participate in the small group and large group
discussions.
• Ask questions for clarification.
Today’s Agenda
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What is the FBA?
When do we need the FBA?
Who does the FBA?
How is the FBA completed?
Practice
The FBA – What
It Is
What is a Functional Behavior
Assessment (FBA)?
The process identifying the relationship
between behavior and the environment in
order to develop a behavior support plan
linked to the function of the behavior.
O’Neill , et. al. (1997)
The Purpose of the FBA
Understand the
Meaning of the
Behavior
Understand What
Might Cause the
Behavior to
Happen
Understand How
to Address the
Behavior
Communication
Antecedents/
Consequences
Modify
Environment
Function
Skill/
Performance
Deficits
Develop
Alternative
Behaviors
The FBA – When
It Is Needed
FBA /BIP within the Larger Context
• One on one counseling
• Individual FBA / BIP
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Targeted Social Skills Groups
Check in/Check out Programs
Group counseling
Mentoring programs
• School-wide SEL
• School-wide expectations, rules, and procedures,
including the teaching and reinforcing of these rules
and expectations
Consider the FBA…
• If a student’s behavior seriously interferes with
his/her own learning or that of others
• If a student’s behavior poses a significant risk of
danger to self or others
• If a student is referred for assessment of
suspected Emotional Disturbance
• If a change of placement is being considered to a
more restrictive placement because of behavior
Consider the FBA…
• If behavior resulting in suspension IS a
manifestation of student’s disability
• If suspensions are approaching 10 days
(cumulative or all at once) and an FBA has not
been done (IEP Team can review and revise any
existing FBA/BIP)
• Whenever behavior strategies in place are not
working – to determine causes for behavior to
drive a more effective BIP
How are you feeling about your knowledge of what
an FBA is and when to do an FBA?
I am more confused now than when I
got here.
I have about the same understanding
as when I got here.
I have a better understanding than
when I got here.
Questions/Comments
The FBA - Who
Does It?
The FBA is the Responsibility of…
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The Student Support Team
The IEP Team
The 504 Team
One person should not be responsible for an FBA,
although one person should coordinate/case
manage the process and will likely compile the
FBA Report.
• A school psychologist may be asked to support
your team.
Pair-Share:
Reflect on Current Practices
• Identify a partner from another school.
• Share what’s happening in your school related
to conducting an FBA:
– What is your process of initiating an FBA?
– Who is involved in conducting the FBA?
– Who typically coordinates/case manages the FBA?
– How is data collected for the FBA?
– What is the process for analyzing all the
information gathered?
KCS Forms for the FBA
Student
Interview
Parent
Interview
Functional
Behavior
Assessment
Report
Direct
Observation
of Behavior
Teacher
Interview
Review of
Relevant
Records
Let’s
Practice…
Identifying
the Behavior
of Concern
The Behavior of Concern
• What is the behavior the teacher wants to
change?
• What does the behavior look like?
• Will a stranger know what to look for when
you give the definition?
• Where/when does behavior occur?
THUMBS UP or THUMBS DOWN
• Tristan is aggressive.
• Carlos makes irrelevant and inappropriate
comments during class discussion.
• Jan is hyperactive.
• When asked to complete a task involving
written output, Sara breaks her pencil and
tears her paper.
Partner Up…
• Find a partner.
• Together, write a better description of the
following behaviors of concern.
1. Tristan is aggressive.
2. Jan is hyperactive.
Direct Observation of Behavior
Direct Observation of Behavior
• Setting
• Physical Environment
• Behavior of Concern
– No more than 2
– Prioritize (Urgent, Necessary, Desirable)
• Specific antecedents (What happens right
before?)
• Consequences that appear to control the
problem behavior (What happens right after?)
Let’s
Practice…
Direct Observation of Behavior
Kris’s teacher gives him his social studies test
on Friday afternoon. Whenever she puts it on
his desk, he tears it into tiny pieces. His
teacher, believing in “natural consequences,”
tells him he just won’t have a test to turn in and
will have a zero. Kris puts his head on his desk
and goes to sleep.
Direct Observation of Behavior
As a table group, work together to complete
Page 2 of the Direct Observation of Behavior.
• Name the behavior of concern.
• Identify the antecedent(s).
• Identify the consequence(s).
Direct Observation of Behavior
Eli is a pre-K student who is very difficult to work
with. He often lays on the floor and kicks at his
teacher when he is asked to transition from block
center to circle time. Concerned for others, the
teacher directs Eli to “Australia.” Eli also hits his
teacher when he/she is busy working with other
students. The teaching assistant takes Eli into the
hallway to discuss his inappropriate behavior. He
appears calm and she works with him one on one
to complete the literacy activity that others had
been working on.
Direct Observation of Behavior
As a table group, work together to complete
Page 2 of the Direct Observation of Behavior.
• Name the behavior of concern.
• Identify the antecedent(s).
• Identify the consequence(s).
Analysis: The Function of the
Behavior
To Obtain/ Get :
• Peer attention
• Adult attention
• Desired activity
• Desired object/ items
• Sensory stimulation:
auditory, tactile, etc.
To Escape/Avoid:
• Difficult Task
• Boring Task
• Easy Task
• Physical demand
• Non-preferred activity
• Peer
• Staff
• Reprimands
Let’s
Practice…
Name the Function
During story time when the teacher asks
students questions, Michelle blurts out
responses or begins crying if she is not called
on. When this happens the teacher moves in
closely and talks privately with Michelle
in an effort to calm her.
To Get or To Avoid?
What?
Name the Function
Eli is a pre-K student who is very difficult to work with.
He often lays on the floor and kicks at his teacher when
he is asked to transition from block center to circle time.
Concerned for others, the teacher directs Eli to
“Australia.” Eli also hits his teacher when he/she is busy
working with other students. The teaching assistant
takes Eli into the hallway to discuss his inappropriate
behavior. He appears calm and she works with him one
on one to complete the literacy activity that others had
been working on.
To Get or To Avoid?
What?
One More Thing to Consider…
Skill Deficit – Does the student lack the skills to
perform expected task or desirable behavior?
OR
Performance Deficit – Does the student know
the skills but does not consistently use them?
What Do You Think?
Charles, a 3rd grader, refuses to participate in small
group when he is asked to read aloud. When the teacher
encourages him to try, Charles tells her, “My mom said I
didn’t have to.” The teacher responds, “You have to at
least try.” Charles pushes away from the table,
overturning his chair as he does so. The teacher
instructs the teaching assistant to call for the principal.
Charles begins to yell and is escorted by the teaching
assistant from the room to the principal.
To Get or To Avoid?
What?
Skill Deficit or Performance Deficit?
Now that we’ve talked about the what, when,
who, and how of the FBA, how are you feeling?
QUESTIONS?
COMMENTS?