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FBA Components

6630-Hanske

FBA Components

F

Tim Hanske-6630 BSU

E

Purpose of Assessment

The purpose of a Functional of Behavior Assessment (FBA) is to analyze different factors that play a role in the students specific behavior with the outcome being a targeted approach to modify the target behavior. The outcome of an FBA is a Positive Behavior Support Plan that will be put in place to help the student and staff working with the student modify the target behavior.

The Wally Connection:

Wally has been observed to display physical and verbal aggression when he becomes upset or uncomfortable. The purpose of an FBA for Wally is to find what the function of this behavior is, and provide a Positive Behavior Support Plan to help Wally modify his behavior.

D

Relevant background information

Relevant background information helps the team look at outside factors that could influence the students behavior from their past or current situations. Examples include a home and family interview, medical documents, and any other relevant documents that could help the team understand possible functions of the behavior.

Wally Connection:

Wally Connection

  • 12 year old boy
  • Has had multiple interventions
  • Relocated to multiple schools in a short time frame
  • Has received multiple interventions (token reward system, social skills, breaks, physical restraint)
  • Identified as a student with Emotional and Behavioral Disorders in Kindergarten
  • Full Scale IQ of 119
  • Woodcock-Johnson found to be average, except in Written Language he was slightly lower.

C

Methods used

FBA's take into account many different factors, and the methods used to collect this data include home and family interviews, teacher and parent questionnaires, behavioral and referral data from school, medical visits, observations, attendance, and academic performance. The way this data is collected various depending on the district, but all of it is taken into account when building an FBA for a student.

Wally Connection:

Data was collected on Wally using observations done in various settings, academic file review, medical and psychiatric file review, parent and teacher questionnaires, referral and behavioral data, previous histories, and attendance records.

B

Individuals Involved

The FBA should include all of the IEP Team members, usually the students case manager is in charge of compiling the data. The IEP Team typically includes the parents/guardians, building Principal, general education teacher, special education teacher, school psychologist, and any other (if any) service providers such as mental health, social worker, speech, or occupational therapists involved with the student.

Wally Connection:

In Wally's case, there was his general education teacher, special education teacher, parent, administrators, psychologist, and legal aides.

Target Behaviors

Observable: Behaviors that can be seen or measured. Example, student gets upset and breaks their pencil.

A

Measurable: A behavior that can be observed and turned into data. Example would be, student blurted out in class 15 times in a 30 minute observation.

Wally Connection:

Wally Connection

In Wally's case, behavior that was observable and measurable includes physical and verbal aggression.

Summary of Observations

A

The summary of observations is meant to sum up the observations involved with the FBA. This segment has important details regarding the behaviors observed, reinforcements that worked, and events that happened. The goal is to find similarities and patterns that may stand out.

Wally Connection

Wally Connection

-5th Grade General Education Teacher made observations that Wally does a good job complaining with teacher directions. Also that he is capable of finding ways to cool off appropriately.

-School 6 Special Education Teacher: Wally is a hard worker, eager to please, and likes to be in control.

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Summary of Interviews

A

The summary of interviews takes data and information that is similar or relevant to the behavior. It is then analyzed to help understand the function of the behavior and what elements play a role.

Wally Connection

The interviews conducted for Wally had mixed results with a common theme that Wally was able to successful in a less restrictive environment for a enforcer.

Wally Connection

Desired Behaviors

Desired behaviors are identified by the IEP Team, and they are meant to replace the target behavior.

A

Wally Connection

For Wally to participate in the general education setting using appropriate coping skills and appropriate language.

Wally Connection

Current Levels of Behavioral Functioning

This area of the FBA consists of behavioral data that has been tracked over time. This data can be used to measure Wally's behaviors prior to implementing the FBA and Positive Behavior Support Plan to provide baseline data. Later, the data can be reviewed and compared to the new data with positive supports in place.

A

Wally Connection

Wally Connection

While in a restrictive setting, Wally's current levels of behavior could be described as frequent and severe, as the behaviors are occurring daily and have a high risk for significant harm to peers and staff working with Wally.

Hypotheses Statements

The hypotheses statements predict what the function of the behavior is. These statements name the behavior and factors that may lead to the behavior. Consequences are also identified in these statements.

A

Wally Connection

Wally Connection

When given undesired tasks in a more restrictive setting, Wally will use physical and verbal aggression towards peers and staff. When given the positive reinforcement of working in a less restrictive environment, Wally will choose appropriate coping strategies, and refrain from physical and verbal aggression.

Identified Antecedents

Events, factors, or known influences that occur right before a behavior takes place.

A

Wally Connection

Wally Connection

-Any time Wally was placed in a more restrictive setting.

-Directions, requests, conversation with Wally lead by a teacher or adult.

Identified Consequences

Outcome of the behavior, or events that happen right after the student has engaged in the target behavior.

A

Wally Connection

-Attention from staff and peers

-Avoidance of the task

Wally Connection

Identified Functions

After all the information has been put together, the functional of the behavior can be identified. The function is the reason the student is engaging in the behaviors, what it is they aim to get out of it.

A

Wally Connection

Wally's behavior indicates the he wants to be in the general education setting.

Wally Connection

Identified Reinforcers for Student

A

Reinforcers provide motivation for the student to pursue the target behaviors. Can include a variety of tangibles, privileges, and anything that will drive the student to continue with the target behaviors.

Wally Connection

Wally Connection

-Wally has a strong desire to be in the general education setting which provides him the least restrictive setting.

Resources:

- Yell, M., Meadows, N., Drasgow, E., Shriner, J. (2009). Evidence-Based Practices for Educating Students with Emotional and Behavioral Disorders. New Jersey: Pearson.

- (2019). Behaviormarinselpa.org. Retrieved 11 February 2019, from https://www.behaviormarinselpa.org/uploa

A

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