Post on 02-Feb-2016
description
Functional Functional Behavior Behavior
Assessment – FBAAssessment – FBA
Alanna McMullan – amcmullan@caiu.org
FBAFBA
• Learn method for data collection• Analyze data to determine the function• Use competing pathways to analyze
antecedent modifications, behavior to be taught, consequence manipulation, and setting changes necessary
All
Some
FewContinuum of Continuum of
Positive Positive Behavior Behavior SupportSupport
What is FBA ?What is FBA ?
• Method for gathering information about situational events that predict and maintain problem behavior
Questions to Questions to AddressAddress
• How often does the behavior occur/how long does it last?
• Where does the behavior typically occur/never occur?
• Who is present for the occurrence/nonoccurrence of the behavior?
Questions to Questions to AddressAddress
• What is going on during the occurrence/nonoccurrence of the behavior?
• When is the behavior most/least likely to occur?
• How does the student react to usual consequences that follow behavior?
When must we do an When must we do an FBA?FBA?
• Behavior that impedes learning
• Need to create a behavior support plan
• Patterns of behavior are developing
• Suspensions
• Change of placement due to behavior
Foundational Foundational AssumptionsAssumptions
• Behavior is learned and serves a specific function
• Environmental conditions can set up, set off, or maintain problem behavior
Changing the Way We Changing the Way We ThinkThink
Changing the environment
vs.
“fixing the person”
Changing Our ViewChanging Our View
• Understand why challenging behaviors happen and what purpose they serve
• Focus on developing a broader range of skills and outcomes for children
• Implement interventions for these behaviors that help children learn new behaviors
• Develop preventative interventions that are practical and ongoing
Changing Our ViewChanging Our View
• Take the problem away from the child and ask:– Why is this behavior occurring?
• What changes can I make to prevent the problem from occurring and teach the child new skills?
What is BehaviorWhat is Behavior??Definition: Characteristics:
Examples: Non-Examples:
Behavior
How can we “change” How can we “change” behavior?behavior?
• The only behavior you can control is your own…so how can we change student behavior?
Behavioral Events:Behavioral Events:
AA BB CC
ABC’s of BehaviorABC’s of Behavior
• Antecedent - what happens before the behavioral event
• Behavior – measurable/countable and observable
• Consequence - any event that follows the behavior (reinforcement or punishment)
the purpose that the behavior serves
a.) to get/gain something
b.) to avoid/escape something
c.) to delay something
Function:
BehaviorBehavior
Identifying Functions of Identifying Functions of BehaviorBehavior
– Look at the situation in which the behavior occurs– Identify and describe the challenging
behavior– Identify what events, people, activities, are
usually associated with the behavior
Antecedents and Consequences…
Functions of BehaviorFunctions of Behavior
– Identify the outcome of the behavior– Ask yourself “What is this child getting by
engaging in this behavior”?– Obtaining peer or adult attention?– Obtaining an activity, materials, food, toy?– Escaping a task or activity?– Escaping peer or adult attention?– Self stimulation?
Functions of Challenging Functions of Challenging BehaviorsBehaviors
• Why do children do these behaviors?
• What is the purpose or outcome for the child?
Defining Target BehaviorsDefining Target Behaviors
Examples Non-Examples
Hits others with fist Poor impulse control
Crying Angry, hostile, resentful
Laying on the floor and refusing to
move
stubborn
Observable and Observable and Measurable?Measurable?
Methods for Conducting Methods for Conducting FBAFBA
• Indirect Methods– MAS- Motivational Assessment Scale– FAST – Functional Analysis Screening Tool– PBQ- Problem Behavior Questionnaire
Strengths Limitations
Easy to implement 30% reliability to determine function
Minimal time and training Can be subjective
Structured methods Non-specific functions identified (ex. Escape from work)
May use for initial assessment
Methods for Conducting Methods for Conducting FBAFBA
• Direct Methods– ABC analysis– Scatter plot– Interval or time sampling
Strengths Limitations
Objective and quantitative Complex analysis
Behavior sampled in relevant setting
Time intensive
Can ID environmental settings
Increased training required
Sufficient for PBSP development
May not ID function of infrequent behavior
A TEAM process consisting of: Step 1. Informant interviewing Step 2. Direct observation with data
collection Step 3. Analysis of all information gathered
Components of FBAComponents of FBA
ComponentsComponents
Step 1. Informant interviewing:
• Focus on A and C
• Helps establish specific behavior
• Look at routines not the child (A)
• Develop testable hypothesis
Functional Assessment Functional Assessment InterviewInterview
• An interview that describes the problem behavior and identifies environmental factors that reliably result in the challenging behavior
Function Assessment Function Assessment InterviewInterview
o Ask the following questions:What exactly does the behavior look like?What do you think is the possible reason that the child is
engaging in the behavior?What events/situations predict the behavior?What does the child like and not like?How does the child communicate what she or he likes or
dislikes?Does the child have skill deficits?What other things may be related to the behavior?
• Does the child have a illness?• Is the family in transition?
Who should be interviewed?Who should be interviewed?
Teachers, student, support staff, parents, family members, and other relevant persons who work with or know the individual well.
Interviewing - Hints & TipsInterviewing - Hints & Tips
• Ask for specific examples – If I closed my eyes…
• Keep asking questions - “What”
Step 1: Functional Assessment Interview
FBA WorksheetFBA Worksheet
Description of Behavior of Concern (specifically describe what the behavior looks like): tantrum behaviors (throwing toys/objects, falling to the floor, screaming, kicking)
Step 1: Informant Step 1: Informant InterviewInterview
MAGGIE—Parent interview
Physiological and Medical Factors:
1. Could the behavior be the result of a medical condition or any form of physical discomfort? NO X YES___________________________________________
2. Could the behavior be related to a side effect of medication? NO X YES____________________________________________
3. Could the behavior be the result of some physical deprivation condition (thirst, hunger, lack of rest, etc.)? NO X YES____________________________________________
Step 1: Informant InterviewStep 1: Informant InterviewMAGGIE
Antecedents and Establishing Operations:
1. Are there circumstances in which the behavior ALWAYS occurs?NO ___________________________________YES --When she has to transition to non-preferred activities
2. Are there circumstances in which the behavior NEVER occurs?NO ____________________________________YES --During free time
Step 1: Informant Step 1: Informant InterviewInterview
MAGGIE
Antecedents and Establishing Operations:
3. Does the behavior occur only (or more often) during particular activities? NO ___ YES---Transition to Circle Time and other large group activities on the floor
4. Does the behavior occur only with (or more likely with) certain people? NO X YES_________________________________________
Step 1: Informant Step 1: Informant InterviewInterview
MAGGIEMAGGIE
Antecedents and Establishing Operations:
5. Does the behavior occur in response to certain stimuli? (demands, termination of preferred activities, tone of voice, noise level, ignoring, change in routine, transitions, number of people in the room, etc.)
NOX YES---During transitions to non-preferred activities
6. Does the behavior occur only (or more likely) during a certain time of day? (morning, afternoon, end of school day, evening)
NOX YES---In the morning
Step 1: Informant Step 1: Informant InterviewInterview
MAGGIE
Skill DeficitsSkill Deficits
Could the behavior of concern be related to skill deficits? Ex. social, communication, self-regulation
*Challenging behavior should not be viewed as a barrier to teaching communication, social skills, academic skills, etc.
Consequence Factors:
1. Does the behavior allow the student to gain anything?A. Preferred activities or items?Indicators: Often occurs when you take a particular item away from the student or when you terminate a preferred activity, when you inform the student that he/she cannot have a certain item or engage in a particular activity. Rarely occurs when you give the student free access to his/her favorite items or activities.NO X YES ___________________________________________________________
B. Peer or adult attention?Indicators: Student frequently approaches you or others, initiates social interaction. When behavior occurs, you or others usually respond by interacting with the student (reprimand, redirection, comforting statements). Rarely occurs when receiving lots of attention.NO X YES________________________________________________________
Step 1: Informant InterviewStep 1: Informant InterviewMAGGIE
Consequence Factors:
2. Does the behavior allow the student to postpone, avoid, or escape anything (task demands, social interaction, etc.)?Indicators: Behavior occurs when you place demands on the student. Rarely occurs when you place few demands on the student or when left alone. Student is often noncompliant when asked to complete tasks and the student sometimes or always avoids or postpones the task. Often occurs prior to predictable demands and the student sometimes or always avoids or postpones the task.
NO ____YES ---Avoids and sometimes escapes Circle Time
Step 1: Informant InterviewStep 1: Informant InterviewMAGGIE
Consequence Factors:
3. Does the behavior provide stimulation activity (an alternative to a lack of active engagement in activities)?Indicators: Occurs frequently when the student is alone or unoccupied. Student seems to have few known reinforcers or rarely engages in social interaction activities. Behavior is typically not attended to by you or others.
NO X YES_______________________________________________
Step 1: Informant Step 1: Informant InterviewInterview
MAGGIE
Step 2: Direct Observation with Data Collection
FBA WorksheetFBA Worksheet
Step 2: Direct Step 2: Direct Observation with Data Observation with Data
CollectionCollection
• Defines the behavior more explicitly• Supports OR refutes informant
interview information• Determines baseline levels• Provides objective information on
behavioral events
• Leads to more accurate hypothesis of the function of the behavior
• Allows for assessment in the student’s natural environment
• Provides information necessary for building an effective Behavior Intervention Plan
Step 2: Direct Step 2: Direct Observation with Data Observation with Data
CollectionCollection
Steps to the Data Steps to the Data Collection ProcessCollection Process
1. Determine the purpose for data collection.
2. Define the behavior (one at a time) specifically and measurably.
3. Decide where, how often, and who will collect data.
4. Design a data collection tool(s) to fit your needs-- simple, but functional with clear coding system.
5. Transfer the data to a visual representation (graph).
Choosing a Data Choosing a Data SystemSystem
Question of Interest
Dimension to Measure
How often? Each Event(Frequency, Rate, or Percentage)
How long? Duration (each event or cumulative)
How long to begin the behavior?
Latency
Direct Observation Direct Observation DataData
• ABCABC
– Easy to use for recorder and evaluator– Data documented in a consistent manner– Look for patterns in both antecedent and
consequences
Antecedents Behavior Consequences
1/8/06 Peer teased John
1/9/06 Teacher gave John a math sheet
John hit the peer and threw a desk on the floor
John threw the desk on the floor
John was removed from the room and sent to the office
Teacher sent John to the office
ABC Observation SampleABC Observation SampleDate/Class/
Time
Antecedent Behavior Consequence
9/29, English, 9:05
Asked to take out essay draft
Refused, “make me” Sent to office
Slams door on way out
9/29 Math 10:00
Independent practice assignment
Sat and waited for help, then put head down
Bell rang, teacher tells students, “Please finish for hwk.”
9/29 Science, 2:18
Science Unit test
1.Begins test, makes “x” over entire section; says loudly, “this sucks”.
3. Accepts help briefly, asks to use RR, leaves
2. Teacher offers help
4. Returns, from RR, mumbles, hands in incomplete test; reads magazine
ABC Behavior CardABC Behavior Card
Antecedents Behavior Consequences
transition
close proximity
redirected
told “no”
throwing objects
disruptive outburst
choice given
personal space given
changed activity
physical prompt
1
1
12
2
2
2a
2a3
3
4
4
4a
4a
3 4
Event RecordingEvent RecordingDate Activity Start Stop Tally Total Comments
5/6 Ind. Seat Work (multiplication)
9:45 9:48 // 2
5/6 Transition to lunch
10:48 10:55 /////// 7 Calmed after given choice
5/6 Transition to music class
1:52 1:56 //// 4 Calmed after reminded recess is after music
Target Behavior: Tantrums (kicking, screaming, biting)
Duration RecordingDuration RecordingDate Activity Start Stop Duration of Comments
5/7 Lunch 12:02 12:07 5 min Calmed after removed
5/7 Lunch 12:05 12:12 7 min Calmed after removed
5/7 Lunch 12:00 12:17 17 min Never removed
5/8 lunch 12:04 12:09 5 min Calmed after removed
Target Behavior: Screaming
FBA DataFBA Data
1. Scatterplot recording:
•Baseline frequency/duration
•Direct observation tool
•Visual representation for simpler data
•Helps to recognize patterns
FBA Step 2: ScatterplotFBA Step 2: Scatterplot Tally of discreet episodes of refusals accompanied by
inappropriate verbalizations
M T W Th F M T W Th FEnglish // / / / / // // / /
Math / // / / // / // // /
Study Hall /
Geography / /
Lunch
LS Room /
Health/PE (H) /
(PE) / (H) / (H) / (H)/
Science /// // / // / / // / /
6 3 5 5 7 3 5 6 2 6
FBA Step 3: Analysis of FBA Step 3: Analysis of Information and Information and
Hypothesis DevelopmentHypothesis Development
• Summarize and analyze data for patterns to determine function based on antecedents and consequences
• Develop hypothesis statement
FBA Step 3: Analysis of FBA Step 3: Analysis of Information and Information and
Hypothesis DevelopmentHypothesis Development
• “When (antecedents), (student) will (behavior of concern), in order to (perceived function of the behavior of concern).”
FBA: Step 3:FBA: Step 3: Developing a Developing a
Hypothesis StatementHypothesis Statement
• When given independent work or work that she perceives to be difficult, Roxanne will refuse to follow the request accompanied by inappropriate verbalization (swearing, name calling, and verbal challenges), in order to escape or avoid the task.
• Team will need to address skill deficits.
EXAMPLESEXAMPLES• In a very warm classroom when presented
with a difficult task Jason will tantrum (scream, cry, drop to the floor) and bite his arm to escape the task.
• When Carl is tired and asked to sit and eat lunch in the noisy cafeteria he will slam his tray down and spit at the cafeteria aides in order to be escorted from the room.
Example 1• Jared talks out at least two times per
class. He smiles, and other students snicker, when his teachers remind him to raise his hand. Since the beginning of the year, the problem seems worse.
What might be the function of Jared’s behavior?
ABC's of BehaviorABC's of Behavior
Example 2• Colleen forgets her homework at least 3 times a
week. The classroom consequence is to stay in at recess and do the homework with the teacher.
What might be the function of Colleen’s behavior?
ABC's of BehaviorABC's of Behavior
Assessment to Assessment to InterventionIntervention
Designing and ImplementingPositive Behavior Support Plans
Positive Behavior Support Positive Behavior Support PlansPlans
…connection between assessment and intervention
•Antecedent manipulation•Teaching replacement/alternative behaviors •Develop this into a goal•Decrease (or change) the behavior of concern•Ongoing data collection (progress monitoring)
BEHAVIOR PLAN COMPONENTS
AntecedentsAntecedents Replacement SkillsReplacement Skills
● Skill deficit areas
● Create a goal
REINFORCEMENT for REINFORCEMENT for new behaviornew behavior
Consequences to address Consequences to address behavior of concernbehavior of concern
● Hierarchy of responses to behavior of concern
● Should not be what maintained the behavior
A B
C C
●This is about our behavior ●Setting up the environment
● What are we doing to reinforce new replacementskills
Positive Behavior Support Plans
Antecedent (prevention) strategies
•strategies to remove/reduce identified antecedents to the behavior of concern
•strategies to make the behavior of concernunnecessary in specific situations
•strategies to assist with the performance of the replacement behavior (cues and prompts)
•long term strategies to remediate skill deficits
Positive Behavior Support Plans
●Replacement Behavior (teaching and maintaining)
•Identify functionally equivalent replacement behavior.
Consider… ●Is the replacement behavior effective and
efficient for the student to use?
●The Response Effort: how difficult is it for the person to perform the behavior? (physically and/or
cognitively)
Positive Behavior Support Plans
Consequence strategies
Reinforcement for performance of the replacement behavior.
Reinforcement often consists solely of the student achieving the
identified function of the behavior of concern through use of the
replacement behavior.
■ Natural Positive Reinforcement
■ Edible Reinforcement
■ Material Reinforcement
■ Social Reinforcement
Types of Types of ReinforcementReinforcement
Reinforcement ScheduleReinforcement Schedule
I mmediateF requentE nthusiasticE ye-ContactD escriptiveA nticipationV ariety
Positive Behavior Support Positive Behavior Support PlansPlans
Consequence strategies
This ensures that the behavior of concern is less effective and efficient than the replacement behavior.
**This is the section that includes the crisis plan (a plan to outline the steps taken to avoid
a crisis as well as the plan for when a crisis
occurs)
Positive Behavior Support Positive Behavior Support PlansPlans
Remember…it is an ongoing process…
●Data collection for progress monitoring
●Long term antecedent (prevention) strategies to address the educational (skill) deficit(s) related to the behavior of concern
●Crisis Planning
ResourcesResources
www.interventioncentral.org
www.pattan.k12.pa.us
www.behaviordoctor.org
www.disciplinehelp.com