FBA-Functional Behavior Assessment

Hi. My name is Lizzie faithfully, and I'm going to

be discussing the functional behavior assessment.

Um, I would present this to my BTS in my

classroom. I work currently in an E B D classroom,

so we worked specifically on behaviors.

So I just make sure to inform these guys on

how important it is for data collecting in order to

create this FDA and just how much they're part of

the team when creating that.

And I also would be presenting this to the General

Ed teachers of the students that currently have them just

so that they are aware of how important they are

as well to the i.

E. P team and the process of this functional behavior

assessment. So the purpose of an F B A is

to collect details about the events that calculate and sustain

a student's difficult behavior.

Um, so the F B A will provide the I

P team with the proper materials, determine placement services and

goals for that individual student.

So the steps to conduct an F B A first

you want to make sure you're identifying the problem.

You want to collect information to determine the function of

it. Then identify the function of the behavior to form

that hypothesis, which we'll talk about a little bit later

in this presentation and then use that information to develop

the FDA An intervention, Um, and then you want to

collect data and make sure your progress monitoring it to

make sure that it's an effective plan for that student.

And if not, we need to go back to the

drawing board and make sure that it's fitting that students

needs. So this is just an example of how we

take those steps and what we do to create it.

So this is just a template or a model.

Um, in order to create that f b A.

Next, we're gonna be talking about challenging and target behavior.

So that's gonna be a behavior that is dangerous, disruptive

or frequent, um, so it could look like distracting other

students or something that's going to be impeding the individual's

learning. An example would be any instant.

When a student engages in verbal aggression, object aggression, physical

aggression. Um, it could also like off task behaviour.

Um, just some examples.

But there are more out there.

Yeah, so next we're gonna take a look at collecting

data. So when we collect data, we want to make

sure we have instructional decisions.

So gathering that evidence to identify appropriate interventions and supports

if they're not going to be working, then like I

said, we have to go back to the drawing board

and make sure that we really look at their needs

and how to create those interventions and what support they

need. Um, some types of graphs.

This is not all the graphs that we use.

Um, in my district, we actually use what's called an

I burst, and that's another way to collect data.

Um, there's frequency, which is going to be how many

times the behavior occurred.

Rate is going to be how many times in each

period the behavior occurred.

Duration would be how long it occurred.

Latency was going to be.

How long between the initial trigger and that behavior and

then magnitude is going to be the intensity of the

behavior. Next is going to be talking about how to

develop that hypothesis that we were talking about earlier.

Um, so it's difficult behavior and that occurs right before

the behavior, or we call it an A sudden, and

it's going to be what occurs right after the behavior.

So that consequence.

Sometimes we call it that ABC chart or anesthetic behavior

consequent chart.

So an example would include if a student is presented

with a non preferred task or demand, Um, whether that

be, you know, an academic one asked, correct work, written

assignment, any of those things they're going to engage in

non compliance or going to refuse that activity or task.

Um, and then they could result in, you know, verbal

outburst, object aggression, elopement, um, in order to avoid or

escape that demand or task that was given.

So an a student is going to be the event,

or events that precede or trigger that problem behavior behavior

is going to be that problem behavior itself.

And then the consequence is going to be what happens

after that behavior that reinforces it in the future.

So this is just an example of what an ABC

chart looks like.

So they talk about the date we want to make

sure we date it.

We have to put the time on and then talk

about the antecedent behavior, and then the consequence, and then

who um, took that record.

Replacement behavior is going to be that positive behavior that

we want to substitute for the challenging behaviour.

So we want to put in place of that challenging

behaviour. Um, an example would be if we want that

child to ask for a break.

So using their words to request that, um, or if

it's an access to items, So if they're wanting an

item making sure they're using their words to access that

or request that so intervention is going to be a

written plan or document that teaches and rewards good positive

behaviors. Um, so making sure that we list the problem

behavior where you describe why it's happening provide strategies and

supports to increase that positive behavior and then therefore, decreasing

that problem behavior that we're seeing, um, for me personally,

I use P b.

I s world dot com That great gives great resources

for tier one interventions to your two interventions into your

three interventions, and I'll explain what each cheer is.

So here's an example of a behavior intervention plan, behavior

function, what we want to see at that behavior that

desired behavior.

The proactive plan reactive plan some reinforces that we want

data collection and that any notes and that will look

different in kind of by district.

They have different templates, depending on the district, so two

or three is going to be individual.

So small group or in individual, so 1 to 1

here, too, is going to be in that small group

setting. And then Tier one is actually all generalized classes

and the school.

So right now we are going to talk about Tier

one so that could be in a general classroom.

And that would be anything like the posters of expectations.

So, having those on your wall positive notes home a

daily planner that you use every day with the kids

and then access to a break in your classroom.

Um, this is going to be assessments monitoring progress of

the student in the general ed setting.

If a student is really struggling, then you would maybe

want to move them up to Tier two, and then

we'll discuss what Tier two is So here, too.

It's going to be a small group, so that's taking

the child out of the classroom.

We're having a small group setting.

Um, some examples would be like, check in, check out

with a student.

Um, they're getting social skills outside of the classroom.

You know, that behavior contract?

You can also get social skills in the classroom.

Um, that kind of stuff with that, um, and that

is going to be, like included with tier one interventions.

Tier three is going to be the most at risk

students. Um, so teachers gonna be checking their progress often

with the goal that the students will improve enough to

leave that tier three and at some point, go to

tier two and then hopefully go back to that tier

one. So this would be a small group or individual

in a separate classroom.

Um, some examples of the reward systems.

I have a reward system that I use frequently in

my classroom.

Um, dealing with levels, different levels that they have to

be on social skills, scheduled breaks, behavior, contracts and more.

Like I said, P I s World is an awesome

resource to use.

I use it quite frequently in my classroom.

So this is just an example of what I would

do if I was in a general ed classroom.

It's called a reward system.

So receiving tickets.

So each time someone does the above tasks, they would

receive a ticket to put in a box.

You empty the box each week.

So then they have another chance to gain those tickets.

Um, so the teacher will draw two tickets a week.

So on that Friday, they'll draw two tickets.

Two names will be drawn, and they get to pick

a reward from a list.

Um, so they could receive a ticket for raising their

hands. They could do it for following directions, helping others,

completing assignments on time.

They would just kind of be up to the general

and teacher.

What you want to see in your classroom?

Um, some of the rewards I've seen would be like,

You get a teacher's chair for a day.

You can have a pencil or a funny racer candy

from a band lunch with the teacher.

Um, whatever is in the teachers pocket.

Um, just kind of those easy, fun rewards for those

students, and the next is going to be how to

create that behavior intervention plan.

Um, so that's gonna be a written document that teaches

no and rewards like positive, great behavior.

So listing the problem behavior described why it's happening provide

strategies, their support to increase the behavior, decrease that problem

behavior. So this is just an example of a behavior

intervention plan that I've used.

So results of the F B A.

So that's going to be talking about why, um, Why

we had to present this FDA why we decided to

go about the FDA, Um, and then what kind of

target behavior we want to decrease what we want to

increase evidence based threat strategies that we've used, um, and

that are successful for the student.

And then there's other strategies used.

So that's the antecedent interventions.

Replacement behaviors.

This is me, the consequence or reinforced.

So token economy is what I gave for an example

explains. Right there, um, and then, if plan for a

response, So if this is happening and this is how

you react to it and then same thing here is

just how we are going to react.

So if they continue to escalate, they can continue to,

you know, yelling, screaming, getting into other people's space.

And if they're not ready to work after 30 minutes,

um, then you'll say, Oh, you like, I need you

to reset.

I need to go to your calm down area, and

this will be different with everyone.

It just kind of depends on that individual student.

And that is why the FDA is so important.

Because we need to figure out what is the reasoning

behind this behavior.

What do we want to do to to decrease this

behavior and increase that positive behavior?

So this is a very important tool.

And this is the FDA is what we use in

order to create this behavior intervention plan.

If you do have any more questions, feel free to

ask. Um, I'm always here to be able to explain

a little bit more on something that you may not

understand. Thank you.

FBA-Functional Behavior Assessment

Chapters

Audio TranscriptAuto-generated