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FBA

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by

Emily Hiser

on 18 November 2015

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Transcript of FBA

Functional Behavioral Assessment
"An FBA is not complete until an effective strategy is in place.''
- Lucille Eber

FBA
The FBA is a process of systematic data collection that is used to better understand a student and their challenging behaviors.
Provides understanding about the behavior, the triggers of the behavior, and consequences that may reinforce the behavior
Not standardized, norm referenced, or a quick fix
More of an art than a science
www.resa.net/
curriculum/
positivebehavior
Here are the resources I used
cecp.air.org
www.friendshipcircle.org
Addressing Challenging Behaviours
by Gerardo Moreno
www.inov8-ed.com
FBA Process
Indirect Assessment
Common indirect assessments include:
- Record reviews
- Interviews of teachers, school professionals, parents, students, peers, and outside medical staff
Hypothesis Testing
The FBA team now goes through all of the data and develops an A-B-C statement to identify the function of the behavior. The team can decide if the consequences of the behavior is reinforcing.
Direct Assessment
Information collected during this stage allows you to accurately pinpoint the challenging behaviors.
Target behaviors, that were defined during the indirect assessment, are measured during this stage.
Data may be measured using:
- frequency
- duration
- topography
Once this occurs:
- a BIP is drafted
- replacement behaviors may be taught
FBA Timeline
Week 1
Week 4
Review data
Provide summary of findings
Create hypothesis
Design BIP
Weeks 2 & 3
Conduct interviews
Reviews files and records
Design data collection system
Assign various roles
Collect data
Direct observations from support staff
Steps to Completing a FBA
Define the Target Behaviors
What does the behavior look like?
How does it interfere with learning?
Identify the "chain of behavior"
Prioritize the problems
Evaluate
Continue meeting throughout the duration of the plan. Decide when it is appropriate to pull back in supports or increase them.
Gather Information
Conduct interviews, review records, and collect data.
Wayne RESA Scatter Plot
Form a Hypothesis
What is the student trying to get?
Attention
Tangibles or Activities
Escape or Avoidance
Sensory Stimulation
What antecedents can help predict the behavior?
How are the consequences reinforcing the behavior?
ABC Log
CECP Interview Form
Student Interview
Design a Behavior Intervention Plan
Prevention Techniques
Prevention techniques are supports put in place to help prevent the antecedents that lead to the target behavior.
Add positive behavior supports
Make changes
Make accommodations and modifications
Teach Replacement Behaviors
Replacement behaviors replace the target behaviors while still fulfilling the function.
Identify replacement behaviors
Develop an instructional plan
Generalize!
Use pre-corrections when you know there is a struggle
PRACTICE! PRACTICE! PRACTICE!
Positive Reinforcement
Planned Consequences
Home Interventions
If possible, try to maintain consistency between school, home, and any other environments,
Program Review
Throughout the implementation of the plan, data should be collected.
Plan a review meeting 4-6 weeks after the implementation of the plan.
If behaviors decrease, you know the plan was working.
If behaviors don't change, come up with a new hypothesis and start over.
BIP
Identify positive reinforcers that can be given whenever desired behavior is demonstrated.
Verbal praise
Preferred activities for work completion
Tangibles

Remember the 4:1 ratio!
Help remove your emotional response
Teach student responsibility for their actions
Boring, minimal attention
Should not reinforce function of target behavior
My Friend, Daniel
Daniel is a 10 year old, fifth grader in my class. He qualifies for special education services under emotional impairment. He has outside medical diagnoses of ODD, PDD-NOS, anxiety, ADHD, and sensory integration disorder. He is continuously disruptive in the classroom and often has to be removed due to aggression displayed towards other students.
How Technology Can Help
Available for Apple and Android products
Can record frequency, duration, ABC, and interval data
Video recording available
Charts all data and can share via email or twitter
Highly customizable
Moderately priced ($30)
Behavior Tracker Pro
Customizable report forms
Allows you to compare multiple measures for the same student
Qualitative and cumulative forms
Compiles and summarizes the data for you
Try and get your district to buy this for you ($130)
iPhone Behavior Assessment App
Record behavior of child quickly
Uses Traffic Light model
Can also change to 5 Colors to imitate 5 Point Scale
Calendar allows you to view behavior changes over time
It's FREE!
Behavior Status
Website for class management
Can record positive and negative behaviors
Can be used with smartphones, tablets, or computers
Email communication between home and school
It's FREE!
Class Dojo
Reminds you to reinforce behaviors
Set different tones and intervals
Cheap ($2)
R+Remind
Log behavior incidents
View which behaviors and consequences occur the most
Set date ranges
View student history to examine patterns
Cheap ($2)
Easy Behavior Tracker
Indirect Assessment
The first week of school, Daniel had melt downs everyday that led me to evacuate my room... every day. I pulled his records, emailed with his teacher from last year, met with his mom, and documented all of the incidents during that week. I was then able to identify three specific target behaviors.
1. Verbal disruptions
2. Physical aggression (hitting, kicking, throwing objects)
3. Not following directions

Direct Assessment
After collecting all of my information and identifying my target behaviors I was able to begin recording data. I had my paraprofessional record behavior on a scatter plot while I recorded on an ABC chart. Daniel's behaviors were so frequent that I was able to see a pattern after one day of data. However, we continued collecting large amounts of data throughout the week.
Identifying a Pattern
Once I had collected all of my information and data, I was able to form ABC statements for Daniel's behaviors. Daniel typically was verbally disruptive during instructional periods. He would make noises and call out for attention, both positive (laughter) from peers and negative (redirection) from adults. When his behaviors would escalate, due to planned ignoring, he would become physically aggressive, for more attention.
Daniel did not follow directions when he was attempting to avoid a task, typically an undesired special (music, art) or during independent work.

Creating and Implementing the BIP
Daniel has been on a BIP before. However, our setting was not able to implement his BIP from his previous school effectively.
New prevention techniques were implemented first
Replacement behaviors were taught
A list of positive reinforcements and planned consequences was developed
After drafting the BIP, I met with support staff, specials teachers, and Daniel's mom to make sure we would be consistent across all settings.
Monitor Progress and Evaluate
Data is continuously kept to monitor progress
Change comes slowly
Be consistent!
Decrease in high intensity behaviors
Functional Behavior Assessments are not quick fixes. They require a lot of time and effort from many different people on the educational team. Some behavior patterns have been established over long periods of time which means time, commitment, and implementing interventions with fidelity are necessary to shape behavior.
Conducting FBAs is a legal obligation to help keep students with challenging behaviors in the least restrictive environment.
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