Conducting the Functional Behavioral Assessment

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Conducting the Functional Behavioral Assessment
Writing the Behavioral Intervention Plan

• Special thanks to Jeff Sprague for many of the
  slides used in this presentation

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Session Objectives

• Review what works in school-based prevention/
  intervention
• Complete a simple functional assessment
• Develop a behavior intervention plan linked to
  the functional assessment
• Identify how evaluate and modify behavior
  intervention plans

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Participant Expectations

• Be Respectful
• Turn off cell phone ringers
• Listen attentively to others
• Be Responsible
• Return promptly from breaks
• Make yourself comfortable and take care of your
  needs
• Be Kind
• Participate in activities
• Listen and respond appropriately to others ideas

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If there is a solid academic program and if
positive behavioral expectations have been taught
by teachers, then strategies for responding to
behavior problems can be successful.
Handbook of Research in Emotional and Behavioral
Disorders
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The Proper Mission and Role of Todays Schools

• Develop the social and academic skills of all
  studentsincluding at-risk students
• Teach academic readiness and reading skills that
  support academic engagement-achievement
• Teach social skills that support socially
  effective behavior (self control, self
  regulation, social reciprocity)

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The Context for Antisocial Behavior in Schools
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Activity

• Take a moment to Agree/ Disagree with the
  following 10 statements.
• What works regarding problem behavior?
• Get tough and Zero tolerance policies
• Building school capacity to initiate and sustain
  an intervention
• Layer on staff to monitor and supervise
• Discipline Office referral, suspension, or
  expulsion
• Behavior modification programs and programs that
  teach "thinking skills" to high-risk youths

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Activity, continued

• Programs that improve classroom management and
  that use effective instructional techniques.
• Communicating and consistently enforcing
  behavioral norms
• More attention paid to problem behaviors than
  positive behaviors
• Reactive address it once it happens
• Comprehensive social skills instructional
  programs
• self-control, stress-management, responsible
  decision-making, social problem-solving, and
  communication skills

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What Is Promising?

• Programs that group youth into smaller
  "schools-within-schools" to create smaller units,
  more supportive interactions, or greater
  flexibility in instruction.
• Programs aimed at building school capacity to
  initiate and sustain innovation.
• Programs that improve classroom management and
  that use effective instructional techniques.

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The Foundation for School-based Prevention

• Shared values regarding school mission and
  purpose (admin, staff, families, students)
• Clear expectations for learning and behavior
• Multiple activities designed to promote
  pro-social behavior and connection to school
  traditions

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The Foundation for School-based Prevention

• A caring social climate involving collegial
  relationships among adults and students
• Students have valued roles and responsibilities
  in the school

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A Reminder- the assumption is that students who
are considered for tertiary level supports have
received primary and secondary supports and
continued to be non responders
1-5
5-10
80-90
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What works for the few?

• Universal Screening (catch them before they fall)
• School-based adult mentoring
• Intensive social and life skills training
• Alternative discipline and stronger reward
  systems
• Increased monitoring in school
• Parent collaboration
• Multi-agency service coordination
• Service Learning and/or community service
• Functional Assessment/ Behavior Intervention
  Plans

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Activity

• Think, Pair, Share
• What tertiary level supports do you have in place
  for students at your school?

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Problem-Solving Logic

• What is the problem? (Problem Identification)
• Discrepancy between expected current levels of
  performance
• 100 homework completion expected but only 20
  completed (80 discrepancy)
• Problems can be defined differently by different
  individuals
• Why is the problem happening? (Problem Analysis)
• Cant do?
• Wont do
• What should be done about it? (Plan
  Implementation)
• Antecedent strategies
• Consequent strategies
• Alternative skill instruction
• Did it work? (Plan Evaluation)
• Data-based decision making
• Compare to Benchmarks
• Social validation

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Functional Assessment Pathway
Maintaining Consequence/ FUNCTION
Problem Behavior
Setting Event
Triggering Event or Antecedent
What happens right after the inappropriate
behavior? What does he/she want to get or avoid?
What does he/she do that is not appropriate?
What might be happening at home or before
school?
What sets him/her off?
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Setting Events- examples

• Lack of sleep
• Poor nutrition
• History of school failure
• Abuse/ neglect
• Nightmares
• Missed medication
• Illness

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Triggering Events/ Antecedents

• Time of day
• People
• Settings
• Activities

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Problem Behaviors

• Naughty
• Uses profane language
• Disruptive
• Throws pencils and books
• Bullies others
• Shoves, pushes students
• Wastes time
• Fiddles with things in desk during independent
  work time

Think MOO Measurable Observable Objective
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Activity

• Form Three Musketeers
• Write an acceptable and specific behavioral
  definition of each of the following terms
  non-compliant, disrespectful, and impulsive.

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Maintaining Consequences/ Functions of behavior

• Access (to get something)
• Teacher/ Peer Attention
  
  
• Tangible Activity/ Reinforcer 
• Power
• Sensorimotor Stimulation
• Escape/Avoidance (to get away from something)
• From Instruction- Length of Assignment/ Task
  Difficulty
• From Social Situations  
• Sensorimotor stimulation

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Activity

• Lets practice a simple FA!
• Meet Heather

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• 800-945 Reading
• 945-1000 Reading, Recess
• 1000-1130 Math
• 1130-1200 Lunch/ Recess
• 1200-100 Science
• 100-200 Social Studies
• 200-300 Specials

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Build a Competing Behavior Pathway
FA Competing Behavior Pathway
Maintaining Consequence
Desired Behavior
Setting Event
Triggering Antecedent
Maintaining Consequence
Problem Behavior
Replacement Behavior
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Behavior Intervention Plans

• Link directly to the Functional Assessment

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BIPs- Dont forget!!

• Determine WHO, WHAT, HOW, WHEN
• WHO is responsible for each part
• WHAT, exactly, are they supposed to do
• HOW are they supposed to do their part
• WHEN should they do their part
• Evaluation of the plan
• How will the team determine if the plan is
  working?
• When will the team meet again to review the plan
  and modify as needed?

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Intervention Outcomes

• Outcome 1
• The intervention was ineffective because it was
  not implemented correctly
• Solution Provide support for teacher in plan
  implementation
• Rule of thumb Solving problems is about 20
  figuring out what to do and about 80 getting the
  solution implemented correctly
• Outcome 2
• The intervention was ineffective because the
  problem analysis was incorrect or incomplete
• Solution Conduct a FBA to figure out the problem
• Determine if its classwide or individual problem

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Intervention Outcomes

• Outcome 3
• The intervention was effective but needs to be
  simplified
• Solution Simplify the intervention so that less
  resources are needed
• Outcome 4
• The intervention was effective and will be
  continued

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Social Validity

• What should we change? (social significance of
  behavior)
• Are the goals socially significant or trivial ?
• Are the goals reasonable to achieve?
• Do our customers like
• The outcomes?
• The procedures?
• Does our staff like
• The outcomes?
• The procedures?
• Do the ends justify the means?

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Playing a Poor Hand Well

• We do not expect that a (mental health)
  treatment, especially when it is delivered to an
  individual, will cure a (mental health) problem
  as if it were a disease. Rather, we assume that
  periodic interventions will be necessary to
  support the maintenance of an ecology that
  supports child and adolescent social adaptation
  and emotional regulation. We suggest that it is
  more productive to compare interventions for
  children and families with dental interventions.
  In dental work , it is assumed that periodic
  checkups, preventive practices and
  assessment-based interventions are necessary to
  maintain dental health.
• Dishion and Stormshak, 2007

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Sites for FBA Tools

• http//cecp.air.org/fba/
• http//www.slc.sevier.org/fba.htm
• http//rrtcpbs.fmhi.usf.edu/
• http//www.pbsga.org/forms.htm
• http//www.udel.edu/cds/pbs/forms_tools.html
• http//www.fmhi.usf.edu/cfs/cfspubs/pbsguide/facil
  itatorguidepbs.htm