Functional Behavior Assessment

Outcomes of an FBA
 

Operational definition(s) of problem behavior(s); Description of setting events and antecedents (times, places, activities) that predict the occurrence and nonoccurrence of the problem behavior; Description of the consequences responsible for the problem behavior; Verification of the predictors and consequences through direct observation; and Summary hypothesis statements that serve as basis for designing the positive behavior support plan.

measurable (not subjective) Consequences maintaining problem behavior Antecedent events that trigger behavior Setting events that increase likelihood of behavior happening Helps us to focus on the ENVIRONMENTAL EVENTS that set off problem behavior and shows us the SOCIAL CONTEXTS that are difficult for child.What types of information do we get from an FBA?     Description of the problem behaviors and daily routines  Provides operational definition  Observable. .

& Sugai. 1990)  Interviews: parents. student. 1994)  Critical Events Index (Walker & Severson. Scott. teachers  Summary Hypothesis Statement  Referral information & school records        Attendance records Grades Achievement scores Retentions Previous narrative statements from faculty Suspensions Records of parent conferences .3 methods for completing FBA  INDIRECT METHODS  Behavior Rating scales and checklists  Problem Behavior Questionnaire (Lewis.

Examples of consequences that could maintain behavior Positive reinforcement      Negative reinforcement        Access to food Access to activities Access to materials Access to peer laughter Access to peer conversation Access to teacher assistance Access to teacher comments Avoid peer interaction Avoid teacher interaction Avoid peer teasing Avoid task demands Escape school (time outs. suspensions) .

Setting events: behaviors occur Biological Medication Illness Fatigue Hunger Pain contexts where Situational Changes in teacher School holidays/break in instruction Environmental Noise/distractions Feeling crowded Schedule of events for Changes in routine day Seating Isolation Transitions Fighting with peers or adults Setting events increase or decrease motivation. Do not trigger the behavior but alter probability that antecedent will evoke the behavior. .

Summary Hypothesis Statements  Summary Hypothesis Statement: DOES NOT PROVE. merely gives us a potential function of the problem behavior and a testable hypothesis that serves as connection between FBA and BIP .

she makes negative self-statements (“I’m so stupid”) & writes words “shit” and “fuck” on the covers of her textbooks. What is hypothesized function of problem behavior? . Teaching staff sends her to the office with a discipline referral for being disrespectful.Emma  When Emma misses her 12:30 medication & teachers present multiple task demands.

Summary hypothesis statement Possible function of behavior = Avoidance of difficult tasks .

When he enters the class. his teacher stares at his hair.Joshua  Joshua has dyed his hair three colors & is teased several times by his friends before class. What is hypothesized function of problem behavior? . Caesar immediately says “what are you staring at?” His teacher immediately sends him to in-school detention.

Summary hypothesis statement Possible function of behavior = Escape of teacher and peer attention .

Summary StatementWhat is the desired behavior? Triggering Anteceden ts Desired Alternative Typical result What is likely to be the result or consequen ce? Maintaining Consequen ces What is the result? What happens? Setting Events What is the context? Problem Behavior What is the presenting problem? What happened immediately before the problem behavior? Acceptable Alternative What is an acceptable behavior? .

Competing Behavior Pathway Desired Alternative Comply with request Problem Behavior Desired Maintaining Consequence Request completed Maintaining Consequence Setting Events Triggering Antecedents Peer conflict Teacher/ peer request Escalated profanity physical aggression Acceptable Alternative Avoid request Caesar Walk away .

physical or social settings or a combo of above?  A-B-C Observations  Occurs in natural setting where problem behavior is most likely to be seen  Observer records immediate antecedents and consequences each time the problem behavior occurs .3 methods for conducting an FBA  DIRECT METHODS  Scatter Plot assessments  Problem behavior is not evenly distributed through out the day  Tells us when behavior is most likely and unlikely to occur  Grid divided by time intervals  Is problem behavior associated with time of day. activities or events. absence or presence of particular people.

A-B-C recording form Student name: __________________ Date:__________________________ Location:_______________________ Observer’s name:________________ Time Antecedent Behavior Consequence .

Event Recording: scatter plotting Date 10/18 10/19 10/20 10/21 10/22 Tally every time that the behavior occurs Total # of occurrences || ||| 7 3 5 |||| ||| 4 8 .

Charting .


consequences or both to test their relationship with the problem behavior  Experimental methods demonstrate or prove relationships between environmental events and problem behavior  Consists of creating conditions that may evoke problem behavior (problems with that???)  Functional Analysis = Test consequences that directly control problem behavior  Structural analysis = Test hypotheses about behavior by manipulating antecedent conditions that cue problem and desirable behavior .3 methods for conducting an FBA  EXPERIMENTAL METHOD  Systematic manipulation of antecedents.

Identify the Problem Collect Data using Multiple Assessments Analyze the Data Make Determinations & Hypotheses Develop & Implement a Behavior Implement Plan Evaluate Progress & Follow-up as Necessary . 2.Steps to development 1. 3. 4. 6. 5.

Shannon is aggressive. Jameson doesn’t like to listen to adults. Kendra is slow. Hans is disrespectful. . Brett is rude. Michael is noncompliant.Identify these problem behaviors more concretely        Delaney is disruptive.

KEEP THIS IN MIND… Skill deficit  Performance deficit Student knows how to perform skill but chooses not to demonstrate it consistently. it is appropriate to clap loudly and yell during sporting events. yet these behaviors are often inappropriate when playing academic games in the classroom)? . Is it possible that the  Is there evidence to suggest that the student does not know how to perform the skill and therefore cannot? Does the student understand the behavioral expectations for the situation? Student does not know how to perform skill student is uncertain about the appropriateness of the behavior (e..g.

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