Download How To*s for Effective Functional Behavior Assessments

Addressing
Challenging Behaviors
Implementing the
Functional Behavior
Assessment
Illinois Council for Children with Behavioral Disorders
Session Objectives
1. Describe the theoretical frameworks that support the use of
an FBA and its practical applications.
2. Learn how to define and contextualize challenging behaviors.
3. Provide an overview of the FBA process (assessment and
analysis) and its practical applications.
4. Describe how the FBA process can be utilized to promote
positive behavioral change
Theoretical Foundations
Behavior is learned
• Behavior increases as a function of positive and negative
reinforcement
• Behavior decreases as a function of positive and negative punishment
Behavior has a function or communicative intent
Behavior has a context and value for the student
Theoretical Foundations
Intervention is designed to teach replacement behaviors that
serve the same function as the maladaptive behaviors using the
learning principles defined by
Operant Conditioning
Social Learning Theory
Purpose of Functional Behavior Assessment (FBA)
Process to improve understanding of “problem” behavior
• WHAT is happening??? (a thorough description of the behavior)
• WHERE/WHEN is this happening??? (the setting in which it occurs)
• WHY is this happening??? (function)
Substantiate
• Target behavior
• Function of the target behavior
• Whether Skill or Performance deficit
Assessment is conducted to describe antecedents, behaviors, consequences (ABCs) to
determine the function or communicative intent of the behavior
FBA Requires a Team Effort
All individuals responsible for instruction and curricular activities
• General education teachers
• Paraprofessionals
• Parents/Guardians/Care givers, siblings
• School Administration, Counselor, Psychologist
Student
Step 1: Describe the Behavior
Questions we need to ask
• Is the behavior dangerous to self and/or others?
• Is the behavior interfering with academic success?
• Is the behavior interfering with social integration?
• Will behavior change likely produce positive outcomes in academics,
social situations, and/or school-related (functional) skills?
SO WHAT!!!!
Step 1: Describe the Behavior
Targeting the Behavior
• Fair Pair—Is there a replacement behavior that is incompatible with
the maladaptive behavior?
• Dead Man's Test—Could a dead man do it?
• Stranger Test—Is the behavior precisely described so that anyone
could recognize it?
Step 1: Describe the Behavior
Consider internal states that are not observable such as cognitive distortions and
emotionality using a Pre-Mod Analysis (Kaplan, 1995)
The student
1.
Understands what behavior is required.
2.
Is aware of the problem behavior.
3.
Is able to bring the behavior under control (is emotionality a problem).
4.
Knows how to engage in the target behavior (skill as opposed to a performance
deficit).
5.
Must consider the consequences of engaging in the target behavior more rewarding
or less aversive than the consequences of engaging in the maladaptive behavior.
6.
Does not hold any belief that is incompatible with the target behavior.
Cognitive Restructuring
What we believe about events influences behavior
Beliefs are learned through modeling and operant conditioning
The ABC model
A. Activating event
B. Belief
C. Consequent affect
The A-B-C Model
Something
happens
(A)
Cognition
(B)
Feelings (C)
Behavior
(C)
Cognitive Restructuring
Unlearning Beliefs
Student
1. Recognizes emotional and/or behavioral signal(s) that something is
wrong (C)
2. Identifies event(s) (A) associated with signal(s)
3. Identifies belief(s) (B) that mediate(s) between (A) and (C)
4. Attempts to dispute belief(s)
5. Generates rational belief(s)
6. Develops plan to internalize rational belief(s)
Case Study
Trish
“This is the third time in two weeks Trish has been sent to the
office for fighting on the playground! Something has to be done!”
Ms. Osuna’s tone showed her exasperation with her student’s
behavior. Ms. Frey, the principal, agreed with Ms. Osuna but
explained that her options were limited. “We’ve tried keeping her
in during recess, but that does not seem to help. We also tried to
reward her for playing nicely on the playground, but that didn’t
work either. I agree that this is getting out of hand. No other
student in this school has had so many office referrals for
problems on the playground. I am willing to listen to any
suggestions you might have.” Ms. Osuna suggested they include
Mr. Church, Trish’s LD resource room teacher, in their discussion.
Trish (continued)
After speaking with Ms. Osuna and Ms. Frey, Mr. Church
realized that Trish’s behavior was significantly different from
those of the other third graders on the playground, had been
going on for some time, was possibly a danger to other
students, and didn’t change when the usual interventions
were tried. “I suggest we call a meeting of her IEP team and
discuss conducting a functional behavioral assessment to try
to determine what might be causing Trish to behave this way.
I’ll ask the secretary to call Trish’s parents and set up a
meeting time that would be convenient for them.
Trish (continued)
At the meeting, Trish’s mother, Mrs. Waldo, explained that Trish
was the same way with her brothers when she was at home.
“They hit each other a lot. I yell at them, but they don’t listen to
me.” Mr. Church explained to the IEP team about functional
behavioral assessment and suggested they do an assessment
to find out more about why Trish was being physically
aggressive. Mrs. Waldo was relieved, “I was so afraid you were
going to tell me that she was going to be suspended or sent
away to a different school.” Mr. Church explained that Mrs.
Waldo could help with the functional behavioral assessment,
too. He explained that he would like to talk to her more about
Trish’s behavior at home and he could give her some questions
that she could ask Trish to help them with the functional
behavior assessment.
Trish (continued)
After deciding what each person could do to contribute to the
assessment, everyone agreed to meet again in two weeks to
discuss his or her findings. Meanwhile, playground
supervision would be increased to make sure that no one got
hurt.
Step 1: Describe the Behavior
Trish is verbally and physically aggressive toward other students on the
playground.
(Adapted from the Center for Effective Collaboration and Practice, 2014)
Now, it’s your turn.
Turn to your neighbor and describe one of your own behaviors
that you would like to change.
Step 2: Assessment
Observation – Anecdotal recording/notes
• Observable and measurable terms
• Free of bias and emotion
• Interviews
• Open-ended questions
• Integral persons, including student
• Experimentation
• Try different methods for reinforcement
• Try different methods for arranging the environment
Data Collection
• Data collection method must fit the behavior
• Forms developed by team and all members collect data as
needed
• Data must be reviewed for progress monitoring – each
day/week/grading period
• Data must be reviewed annually with IEP, as well
• Most often reviewed by special education teacher who serves as
facilitator/liaison
• Scatterplot graphs, ABC charts
Indirect Measures
• Interview
• Surveys or questionnaires
Offering a Culturally Attuned FBA
Trends in Student Enrollment
30000
25000
20000
15000
10000
5000
0
2005
White
(U.S. Department of Education, 2013)
2010
African American
2015
2020
Hispanic
From fall 2000 through fall 2010, the number of White students
enrolled in PK through 12 in U.S. public schools decreased from
28.9 million to 25.9 million, and their share of enrollment
decreased from 61 to 52 percent.
(U.S. Department of Education, 2013)
In contrast, Latino enrollment during this period increased from
7.7 to 11.4 million students, and the percentage of public school
students who were Latino increased from 16 to 23 percent.
(U.S. Department of Education, 2013)
Functional Interview
Student and Family Characteristics
A. Country of origin
B. Generational status
C. Parenting practices
D. Parent input
(Moreno & Gaytán 2013; Moreno & Segura-Herrera, 2014; Moreno, Wong-Lo, & Bullock, 2013)
Functional Interview
Personnel proficient with native
language
Preference of familiar person
In-person conversation
More than translation
Unconditional positive regard
(Moreno & Gaytán 2013; Moreno & Segura-Herrera, 2014; Moreno, Wong-Lo, & Bullock, 2013)
Functional Interview
Understand group behavior v.
individual (competitive) academic
expectations
Language acquisition is
behaviorally demonstrated
Disability is a contextual condition
(Western medicine perspective)
Language does not equate Trust
(Moreno & Gaytán 2013; Moreno & Segura-Herrera, 2014; Moreno, Wong-Lo, & Bullock, 2013)
Functional Interview
Spanish-speaking parent
(Moreno & Gaytán, 2013)
Functional Interview
Chinese-speaking parent
(Moreno, Wong-Lo,, & Bullock, 2013)
Your Turn
Turn to your neighbor and generate three different methods by
which you can collect data on the behavior you want to change.
Step 3: Analysis-Determine the Function of the
Behavior
How does FBA lead to Behavior Intervention Plan (BIP)?
• Must understand function of behavior for student (context and value
for student)
• Analyze information using triangulation and/or problem pathway
chart
• Generate hypothesis statement regarding likely function of problem
behavior
• Hypothesis about the function of the behavior guides the method of
intervention to change behavior
Possible Functions of Behavior
• Attention--The individual behaves to get focused attention from
parents, teachers, siblings, peers, or other people that are
around them.
• Escape--The individual behaves in order to get out of doing
something he/she does not want to do.
• Stimulation--The individual behaves in a specific way because it
feels good to them.
• Seeking Access to Materials--The individual behaves in order to
get a preferred item or participate in an enjoyable activity.
Step 4: Develop a Behavior Intervention Plan
Test hypothesis statement regarding the function of the behavior
• Develop and implement a behavioral or cognitive behavioral
intervention plan
• Monitor the faithfulness of implementation of the plan
• Evaluate effectiveness of the behavior intervention plan by collecting
data at least three times a week.
• Modify behavior intervention plan, as needed.
How is BIP developed?
By group, not individual – IEP
Must use evidence-based
team and may add individuals as practices (use the research to
needed
ground decisions)
Think of what desired behavior
looks like and sounds like
Think in simplest, easiest terms
• Change teacher responses,
• Rearrange classroom furniture
and/or schedule,
• Teach a skill or strategy
Motivators/rewards and
consequences – specifically list
them; have a continuum
Make data-based decisions for
intervention and periodic review
of behavior plan
Restrictive interventions and crisis
plan, if necessary
How do FBA/BIPs fit in
school-wide positive behavior systems?
• Typically, fit in the top or 3rd tier of a tiered-system
• Reserved for students whose behaviors remain a hindrance to
their learning and progress despite previous interventions
• May use similar interventions and/or reinforcers but more
frequently