Download - Functional Behavior Assessment Day 2
Functional Behavior Assessment
Day 2
Functional Behavior Assessment
Day 2
Intermediate Unit 1Presenter: Kristen N. Salamone
Intermediate Unit 1Presenter: Kristen N. Salamone
Session ObjectivesSession Objectives
Participants will:• Analyze and Summarize results of FBA
direct observation data and interview information
• Identify the essential components of effective Positive Behavior Support Plans (PBSP)
• Develop a specific PBSP for the behavior of concern
• Develop a plan implementation and monitoring the PBSP
Participants will:• Analyze and Summarize results of FBA
direct observation data and interview information
• Identify the essential components of effective Positive Behavior Support Plans (PBSP)
• Develop a specific PBSP for the behavior of concern
• Develop a plan implementation and monitoring the PBSP
AgendaAgenda
• Data Based Decision Making• Graph/Analyze Data• FBA Summary• Break• Report Findings• Lunch• PBSP• Break• Plan to Implement and Monitor PBSP
• Data Based Decision Making• Graph/Analyze Data• FBA Summary• Break• Report Findings• Lunch• PBSP• Break• Plan to Implement and Monitor PBSP
Ground RulesGround Rules• Talk about behaviors, not judgments• Keep confidential (identifying) information
out of discussions• Respect your districts and your colleagues
districts• Recognize that working with difficult
behavior is hard and it is OK to ask for help• Focus on future successes, not past failures• Understand that behavior change requires
systematic instruction and is gradual in improvement
• Talk about behaviors, not judgments• Keep confidential (identifying) information
out of discussions• Respect your districts and your colleagues
districts• Recognize that working with difficult
behavior is hard and it is OK to ask for help• Focus on future successes, not past failures• Understand that behavior change requires
systematic instruction and is gradual in improvement
FBA:FBA:Conducting the FBA:
Step 1: Informant Interviewing
Step 2: Direct Observation with Data Collection
Step 3: Analysis of Information/Formulate Hypothesis
Conducting the FBA:Step 1: Informant Interviewing
Step 2: Direct Observation with Data Collection
Step 3: Analysis of Information/Formulate Hypothesis
Overview of Team Process for FBA --> PBSP
Overview of Team Process for FBA --> PBSP
• Conducting the FBA:Step 1: Informant Interviewing
Step 2: Direct Observation with Data Collection
Step 3: Analysis of Information/Formulate Hypothesis
• Conducting the FBA:Step 1: Informant Interviewing
Step 2: Direct Observation with Data Collection
Step 3: Analysis of Information/Formulate Hypothesis
• Develop a Hypothesis or Summary Statement
• Design a PBSP based on hypothesis or summary statement
• Implement the PBSP• Monitor Progress and Evaluate Outcomes
Data Based Decision Making
Data Based Decision Making
• What is it?• How can the Team use it?• How do you decide what to measure?• Which measurement strategy should I
use?• How do I summarize the data to
evaluate new strategies and interventions?
• What is it?• How can the Team use it?• How do you decide what to measure?• Which measurement strategy should I
use?• How do I summarize the data to
evaluate new strategies and interventions?
The Team ProcessThe Team Process
•Why is it important?•Who should be on the team?•What are the critical features of an effective team?•Why is it important to collect meeting minutes?
•Why is it important?•Who should be on the team?•What are the critical features of an effective team?•Why is it important to collect meeting minutes?
Critical Features of an Effective TeamCritical Features of an Effective Team
•Vision Statement•Ground Rules•Team Roles•Agendas and Meeting Minutes•Data-Based Decision Making
•Vision Statement•Ground Rules•Team Roles•Agendas and Meeting Minutes•Data-Based Decision Making
FBA Step 3: Analyze InformationFBA Step 3: Analyze Information• Data Collected
– Graphic form– Summarized
• Analyze Data– Develop hypothesis regarding
function the behavior is serving
• Data Collected– Graphic form– Summarized
• Analyze Data– Develop hypothesis regarding
function the behavior is serving
History of Interventions for Current Behavior of ConcernHistory of Interventions for
Current Behavior of Concern
Antecedent (prevention) Strategies:
Consequence Strategies:
Part 3 StepsPart 3 Steps1. Write up a summary of your
findings using Microsoft Word1. Example 1 (single behavior)2. Example 2 (multiple behaviors)
2. Create a chart or graph of your data (visual) and add it underneath your write up
3. Insert summary and visuals underneath the direct observation summary
1. Write up a summary of your findings using Microsoft Word1. Example 1 (single behavior)2. Example 2 (multiple behaviors)
2. Create a chart or graph of your data (visual) and add it underneath your write up
3. Insert summary and visuals underneath the direct observation summary
GraphingGraphing
• Importance?• Types of Graphs
– Line– Bar– Pie Chart– Scatterplot
• Importance?• Types of Graphs
– Line– Bar– Pie Chart– Scatterplot
Important Elements of a Line Graph
Important Elements of a Line Graph
• Horizontal Axis (x axis) & Vertical Axis (y axis)
• Points• Condition Lines• Condition Labels
• Horizontal Axis (x axis) & Vertical Axis (y axis)
• Points• Condition Lines• Condition Labels
Using a Graph to Interpret Data
Using a Graph to Interpret Data
• Are there meaningful changes in the behavior over time?
• To what extent can that change in behavior be attributed to the behavioral intervention or teaching strategy that was introduced?
• Are there meaningful changes in the behavior over time?
• To what extent can that change in behavior be attributed to the behavioral intervention or teaching strategy that was introduced?
Using a Graph to Interpret Data
Using a Graph to Interpret Data
• Variability• Levels of Behavior• Trend
• Variability• Levels of Behavior• Trend
I DoI Do
• Anecdotal Recording• Classroom Scatterplot• Basic Event Recording• Interval Recording and Time
Sampling• Duration Recording
• Anecdotal Recording• Classroom Scatterplot• Basic Event Recording• Interval Recording and Time
Sampling• Duration Recording
Direct Observation Summary
Direct Observation Summary
• Describe how often the behavior of concern occurs, how long it lasts, and at what intensity it occurs?
• Describe any patterns to the occurrence of the behavior of concern.
• Describe how often the behavior of concern occurs, how long it lasts, and at what intensity it occurs?
• Describe any patterns to the occurrence of the behavior of concern.
Antecedent and Consequence Factors
Antecedent and Consequence Factors
• Describe the antecedents that are present when the behavior of concern occurs.
• Describe the consequences that appear to be maintaining the behavior of concern.
• Describe the antecedents that are present when the behavior of concern occurs.
• Describe the consequences that appear to be maintaining the behavior of concern.
Form HypothesisForm Hypothesis
When ____________________(antecedent to behavior of concern), ________ (student) will _________________ (behavior of concern) in order to_________________ _____________________(perceived function of the behavior).
When ____________________(antecedent to behavior of concern), ________ (student) will _________________ (behavior of concern) in order to_________________ _____________________(perceived function of the behavior).
Case Study: Merging Gym and Special Education:
Collecting Behavioral Data in a Chaotic Environment
Case Study: Merging Gym and Special Education:
Collecting Behavioral Data in a Chaotic Environment
Your Turn!Your Turn!
• Summarize findings in a word document.
• Create a chart of your data.• Create a graph of your data using
Excel.• Insert graph into word document.
• Summarize findings in a word document.
• Create a chart of your data.• Create a graph of your data using
Excel.• Insert graph into word document.
Report FindingsReport Findings
• Share findings with the group• Share findings with the group
Effective Positive Behavior Support Plans
Effective Positive Behavior Support Plans
• Prioritize• Define• Teach!!• Gradual Improvement• Procedures
• Prioritize• Define• Teach!!• Gradual Improvement• Procedures
Competing Behavior ModelCompeting Behavior Model
Positive Behavior Support Plan Components
Positive Behavior Support Plan Components
• Antecedents• Replacement Skills• Reinforcement• Alternative
Discipline/Consequences
• Antecedents• Replacement Skills• Reinforcement• Alternative
Discipline/Consequences
Antecedent (prevention) Strategies:
Antecedent (prevention) Strategies:
• Strategies to remove/reduce identified antecedents to the behavior of concern
• Strategies to make the behavior unnecessary in specific situations
• Strategies to assist with the performance of the replacement behavior (cues and prompts)
• Long term strategies to remediate skill deficits
• Strategies to remove/reduce identified antecedents to the behavior of concern
• Strategies to make the behavior unnecessary in specific situations
• Strategies to assist with the performance of the replacement behavior (cues and prompts)
• Long term strategies to remediate skill deficits
Make a change… BEFORE the behavior occurs!Make a change… BEFORE the behavior occurs!Intervene in the Green:2 types of antecedent interventions:
1. Change the setting event (S.E.)2. Change the antecedent
Intervene in the Green:2 types of antecedent interventions:
1. Change the setting event (S.E.)2. Change the antecedent
S.E. Antecedents BehaviorMaintaining
Consequence
Find an “opposite” for the antecedent:Find an “opposite” for the antecedent:• Difficult Work/• Long Tasks/• Loud Environment/• Close proximity to peers/• No choice of task visible/• Nonfunctional tasks/
• Difficult Work/• Long Tasks/• Loud Environment/• Close proximity to peers/• No choice of task visible/• Nonfunctional tasks/
Setting Event InterventionsSetting Event Interventions
Find an “opposite” for the following:• No breakfast• Lack of sleep• Thirsty• Hot Day• Bad bus ride• Fight with parent/sibling/boyfriend
before school
Find an “opposite” for the following:• No breakfast• Lack of sleep• Thirsty• Hot Day• Bad bus ride• Fight with parent/sibling/boyfriend
before school
S.E. StrategiesS.E. Strategies
• Written Rules• Outlines• Graphic Organizers• Rehearsals• Social Stories• Lighting/ear plugs• Advance warnings
• Written Rules• Outlines• Graphic Organizers• Rehearsals• Social Stories• Lighting/ear plugs• Advance warnings
ManipulationsManipulations
• Choice of order of tasks• Modify tasks to produce functional
outcomes• Pre-teach stories• Warning notices• Meal schedule and quantity
• Choice of order of tasks• Modify tasks to produce functional
outcomes• Pre-teach stories• Warning notices• Meal schedule and quantity
Replacement BehaviorReplacement Behavior
• Identify functionally equivalent replacement behavior
• The Response Effort
• Identify functionally equivalent replacement behavior
• The Response Effort
Consequence StrategiesConsequence Strategies
• Reinforcement for performance of the replacement behavior.
• Reinforcement for performance of the replacement behavior.
Reinforcement for Replacement Behaviors
Reinforcement for Replacement Behaviors
• Rate• Immediacy• Quality
• Rate• Immediacy• Quality
Types of ReinforcementTypes of Reinforcement
• Tangible• Activity• Social
• Tangible• Activity• Social
Teaching Desired Behaviors
Teaching Desired Behaviors
• Fading prompts• Pairing• Immediate consequences• Organized program
• Fading prompts• Pairing• Immediate consequences• Organized program
Consequence StrategiesConsequence Strategies
• Withholding of reinforcement• Delivering of punishment• Crisis plan section**
• Withholding of reinforcement• Delivering of punishment• Crisis plan section**
Consequence InterventionsConsequence Interventions
• Punishment (historically)• Tokens• Point systems• Reinforcers• Edibles• Praise• Thumbs up
• Punishment (historically)• Tokens• Point systems• Reinforcers• Edibles• Praise• Thumbs up
Additional StrategiesAdditional Strategies
• Loss of privledges- recess, free time• Time-out• Time-away from reinforcement• Reprimand• Extra work• Write an apology• Restitution
• Loss of privledges- recess, free time• Time-out• Time-away from reinforcement• Reprimand• Extra work• Write an apology• Restitution
Issues with PunishmentIssues with Punishment
• Person resents the punisher• Can result in aggression• Does not TEACH appropriate skill• Reduces self-esteem• Imitate the punishment• Physical harm• Sets a negative tone/negative school
climate
• Person resents the punisher• Can result in aggression• Does not TEACH appropriate skill• Reduces self-esteem• Imitate the punishment• Physical harm• Sets a negative tone/negative school
climate
Issues (cont’d)Issues (cont’d)
• Only effective in presence of punisher
• May learn another, more challenging behavior
• Must be accompanied by positive strategies
• Reward the GOOD stuff• ALWAYS make it simple and doable
• Only effective in presence of punisher
• May learn another, more challenging behavior
• Must be accompanied by positive strategies
• Reward the GOOD stuff• ALWAYS make it simple and doable
Positive Behavior Support Plan
Positive Behavior Support Plan
• Example• Example
Your TurnYour Turn
• Complete the PBSP with your team• Complete the PBSP with your team
Monitoring ProgressMonitoring Progress
• Create data tools to track and monitor progress on PBSP
• Create a plan to monitor progress with specific student
• Create data tools to track and monitor progress on PBSP
• Create a plan to monitor progress with specific student
ReferencesReferencesABA Concepts: Functional Behavior Assessment
Presentation. Choutka, M.ED., C. Nonnemacher, M.ED., S.
The Commonwealth of Pennsylvania. The PA Code. www.padcode.com.
US Office of Special Education Programs. Special Connections. http://www.specialconnections.ku.edu.
The Pennsylvania Department of Training and Consultation (PaTTAN). www.pattan.net.