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"Train the Trainer" Functional Behavior Assessment

Claire Maher Choutka, M.Ed., BCBA Clinical Director

StacYl--,-~.2.I.!!!~~!1-ll:.eJ1S...rhD Senior Clinical Consultant Bureau ofAutism Services

Background-Why?

Draft bulletin requirements ~ Need to train the masses

Provide tools (not mandated) to support the process (mandated)

~ Ensure that all BHRS service providers who support people with autism have the same training (not all "FBAs" look like a true FBA)

The DVDs are not intended for dissemination to staff in your agency without facilitation

Facilitator's Curriculum

Handbook

5 DVDs - One to Three Chapters - One to Two hours

Powerpoint Handouts (day I and 2)

Activity Handout Packet I

Activity Handout Packet 2

Laptops with excel

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Handbook layout

Broken down by DVD

For each DVD: List of materials

- List of topics

• Slide #

• Activity packet pages

• Discussion and key points

For activities, answers are provided

Considerations

Schedule

As a group, identify cases specific to your agency to discuss throughout Ideally, complete DVD 1,2 and part of3 then give group time to collect data to complete the remaining DVDs Suggestions and recommendations within the handbook for timing of presentation (e,g" when to pause) DVD 5 contains "First Look: Autism Awareness."

Let's walk through the handbook

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Graphing

Presentation Tips

Have examples of your own that the group can relate to in an effort to add to the examples on the DVD and build perspective Be mindful of the amount of information the group can take in and retain at one time Continuously check for understanding throughout the DVD to ensure that the group is on track

Frequently Asked Questions ...

DVDl What is the difference between an establishing operation and setting event? Why are we still using the word "punishment"? Aren't we trying to get away from that terminology? - Some attendees will have difficulty with reinforcement

and punishment. Use lots ofexamples. Remember one I persons reinforcer is a punisher to another.

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Continued FAQ's

Don't you have to know why the person is doing a behavior to know if the consequence is punishing or reinforcing? What if the person's function is just to control? Or anxious?

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Frequently Asked Questions ...

DVD2

What if a person with MR has been suspended or removed from their "IEP" placement?

I don't have enough hours to complete the FAI with all stakeholders, what should I do?

Why can't I just do the 5 minute analog FA?

Frequently Asked Questions ... DVD3

Which data collection form do I tell the TSS to use?

Why do I have to graph? We all know why the behavior happens.

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Frequently Asked Questions ... DVD3

Why recommend a bar graph instead of a line graph? When do you use a line graph?

What is the reference to the article on graphing in JABA? - http://seab.envrned.rochester.edu/abstracts/Jaba

Abstracts/311''102031-245.Htm Corr, J. E., '" Burkholder, E. O. (1998). C...linl.in~.ubj"l

desic:n Cr.plll with Microsoft EueJ1'M. Journal ofAppl;~d

Bellln,;or Antilysis, 31, 245-251.

Frequently Asked Questions ... i i DVD4

How do you tell people like teachers and parents that they may be promoting the behavior?

; What if the teacher, parent, or TSS refuses to collect the data? Why is it not ok to take away reinforcement for problematic behavior? .

Frequently Asked Questions ...

DVD5

·:·How do I help the team to look at the big picture- quality of life?

.:.How can we better support parents in gathering data or identifying antecedents?

.:. Do I write the plan to decrease the problem behavior or to increase the appropriate one?