functional behavior assessment the foundation of behavior intervention planning kathy kiniry
TRANSCRIPT
Functional Behavior Assessment
The foundation of behavior intervention planning
Kathy Kiniry
Functional Behavior Assessment
Process of gathering information to assist the team in understanding the function (purpose) of the target behavior.
Understanding function of behavior allows teaching of more effective and or efficient behavioral alternatives
Functional Behavior Assessment
A method for identifying the variables that:
1. Reliably predict the target behavior
2 Maintain the target behavior
Replacement Behavior
Those behaviors that serve the same function as the undesired behavior“What we rather a student do”
Our intent should not be keeping students away from getting what they want, but figuring out what they want and teaching them more efficient ways to get it
Functions of Behavior2 General Purposes
1. To get somethingAttentionObjectsPowerSelf-stimulation“Want”
Function of Behavior purpose
2. To escape or avoid somethingTasksEmbarrassmentSituationsPersonsFailure
A Good Functional Behavior Assessment
Will assist the team in the development of a Behavior Intervention Plan by identifying whether the target behavior is a:
Skill Deficitor
Performance Deficit
Skills Based Deficit
Student has not learned to perform the given behavior. The behavior is not part of the students repertoire
• Coping skills• Getting along with others• Accepting feedback• Making friends• Academic skills• Following directions
Performance Deficit
Student possesses the skills , but does not perform it under the desired circumstances
• Getting along with others• Staying in class• Following directives• Keeping all materials together
Where to begin……
To determine if the behavior is a skill or performance deficit, we must have evidence to support the determination
TARGET BEHAVIOR
The behavior that is interfering with school progress. The target behavior must be:
ObservableAble to be counted
It takes time to really identify the target behavior.
Examples…
Observable behavior
Running out of the classroomArguing with the teacherHitting othersNot following adult directivesSwearingThrowing desksRefusing to follow instructions (puts head down)
Non-observable behavior
Disrespectful
Disruptive
Annoying
Pain
Non-compliant
Disobedient
Rude
How do we know????
•After the target behavior is identified….
•Triangular Assessment
Triangular Assessment
Data Collection
Observation of target behavior
Existing sources aligning target behavior
Indirect assessments aligning target behavior
Existing Sources
•Point sheets•Attendance Records•Incident Logs
•Level System Data•Psychological Records
INDIRECTASSESSMENTS
•Interviews•Behavior Rating
Scales•Checklists
DIRECTOBSERVATION
TARGET BEHAVIOR
How can we manage this??
TEAM WORK
Direct Observation
Observation of the target behavior ABC Format Counting Observation should only last for 15 minutes Should be in more than 1 setting Observe in a setting where the problem behavior does not occur
Collect all information
After all the information has been collected.
• Consider all the information
• Find common themes
• Did the team target the right behavior?
• Is there a pattern?
• DO we have enough information or DO we need more? If so, what do we need. A re-eval may be needed to collect additional information.
• Do we have enough to identify the function
It’s all about the function
When (summarize the antecedents/triggers)
This student (the problem behavior)
In order to (summarize “payoff”)
Process Example
Target Behavior: Kathy is verbally aggressive toward peers
What we learned from the FBA
• Student eats alone, has no peer group• Discipline slips related to incidents with peers• Observations support problems with peers on
playground, lunch room and during classroom transitions
• Interviews indicate: no friends after school, not involved in outside activities, student states “no one likes her”
Hypothesis….
• During non-structured time with peers Kathy will verbally banters (escalates to intervention by teacher) with others in order to gain attention from them.
Skill or Performance?
Does Kathy have the skills to get along with other? Site evidence
Does Kathy have the needed skills, but does not perform them in the desired situation. Site evidence
Skill or Performance
Skill Deficit•The plan becomes instructional•Teach new skills that are not acquired or need practice•Includes reinforcement
Performance Deficit•The Plan needs to motivational•Tied to individual motivators
Skill Deficit Plan Performance Deficit Plan
Which is it?
Let’s do the plan!
Replacement Behavior: Kathy will interact with peers in a “friendly manner”
Participate in school friendship clubMeet with counselor/teacher to discuss how to be a
friendKathy will keep of journal of practice situationsInformal commitment from Kathy to try to use
friendship skills in a natural settingParents will be provided with books for reading at
home related to friendshipKathy will receive tokens for using her new skills,
token may be used for a menu of rewards weekly
William – 9th grader
Target Behavior- Refusal to complete assignments- escalates until student walks out or puts head down
FBA process checklist complete
Results of FBA
Written work is illegible
In resource for written expression-
Below Basic on ELA PASS past 3 years
Slow to copy from board- unreadable
Spelling skills on the 3rd grade level
Completes reading tasks, short answer, T/F, multiple choice
Does well in math and science, drafting
Interview with student- hates English- “can’t write”
Skill Deficit or Performance DeficitEvidence
The PLAN
Replacement Behavior: William will attempt to complete written assignments using the following supports:
Note taking templateCopy of notes Additional time for editingSeek assistance from teacher if needed at the end of class
•Skill Deficits•Teach the skill directly–Definition–Examples–Models–Practice–Positive outcomes
•Performance Deficits•Behavior Management system with strong home/school collaboration•Daily behavior logs with”payback” daily or weekly•Behavior Contract with “payback” included•Level System
Suggestions for Skill and Performance Deficits
Some disabilities have very specific behaviorsAutismAnxiety disordersPoor social skills
•Staff must be trained on specific strategies to support students.
Points to consider…..
FeeDback…..
• Teachers need feedback
• If we see a teacher’s behaviors increase or decrease problem behavior we must discuss it with them or share decreasing behaviors with other.
• Like students, teachers are doing the best they can with the tools they have….
• Train them on effective strategies
• Fill their toolbox
• Be sure they continue to provide Professional Development, it’s tough out there!
