What you Should Know about Functional Behavioral Assessment

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What you Should Know about Functional Behavioral
Assessment

• Carl J. Liaupsin
• University of Arizona
• Daniel P. Davidson
• Northern Arizona University

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AGENDA

• What is FBA / BIP?
• Legal Requirements / Good Practice
• FBA at the District and School-wide Level
• FBA Tools and Techniques
• Selecting an Intervention
• Questions

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STORY OF 3 RUNNERS

• One runs to get out of the classroom
• One runs to go towards the playground
• One runs to get you to chase him

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FUNCTIONS OF BEHAVIOR
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FUNCTIONAL HYPOTHESIS
Setting Events (Slow Triggers) that set the stage
for Challenging BehaviorRecent and Frequent
Corrections (return to seat, hands to self, hood
off, etc.)
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BEHAVIORAL STRATEGIES
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Legal Issues

• Use of FBA and Positive Behavior Supports are
  included in federal law (IDEIA)
• When to develop
• when students behavior impedes his or her or
  others ability to learn
• when behavioral goals/objectives in the IEP are
  not enough
• prior or subsequent to manifestation
  determination decisions
• when behavioral/instructional approaches
  specified in the IEP are needed (Ca. Ed. Code)
• Conclusion Addressing behavioral barriers to
  student success is a requirement
• Courtesy Frank Gresham

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Legal Issues

• Etscheidt, S. (2006). Behavioral Intervention
  Plans Pedagogical and Legal Analysis of Issues.
  Behavioral Disorders, 31 (2), 223-243.
• Analysis of findings from
• Administrative decisions of Due Process Hearings
• Court Cases
• How to stay out of trouble
• What is best practice

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Legal Issues

• Be proactive in developing BIPs
• Use appropriate assessment data to guide
  development
• Individualize the BIP
• Include Positive Behavioral Supports
• Consistently implement and monitor

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FBA and BIP at the School-wide and District Levels
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School Capacity for FBA at Every Level

• School-wide Level
• A half or full day of staff training in simple
  FBA
• Targeted Level
• School-wide training
• At least one more highly trained person on team
• Access to district, program, or consulting expert
• Intensive Level
• School-wide training
• At least one member of the Wrap-around Planning
  Team who is an expert

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How to Gather the FBA Information

• Thorough Request for Assistance
• Begin to Track Behavior
• Review past records
• Determine the Integrity of Implementing the
  Current Intervention
• Interview Key people
• Observe in Key settings

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SCATTERPLOT
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SCATTERPLOT
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Observations/Feedback

• Eagle Motto - Be Respectful, Be Responsible, Be
  Caring, Be Safe)
• Grade Level Date Start Stop

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Observations/Feedback

• Eagle Motto - Be Respectful, Be Responsible, Be
  Caring, Be Safe)
• Grade Level Date Start Stop

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(Lewis, Scott, Sugai, 1994)
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(Lewis, Scott, Sugai, 1994)
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ABC CHART
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Selecting an Intervention

• Goal of determining function is to make a good
  intervention decision
• Teams have shown difficulty in implementing
  functional assessment results
• The replacement behavior should
• Serve the same function as the problem behavior
• Or
• Eliminate the need to engage in the problem
  behavior

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Selecting an Intervention
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Selecting an Intervention
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Selecting an Intervention
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Selecting an Intervention
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Selecting an Intervention
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Selecting an Intervention
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FUNCTIONAL HYPOTHESIS
Setting Events (Slow Triggers) that set the stage
for Challenging BehaviorGroup discussion on
reading assignment (she hasnt completed)
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BEHAVIORAL STRATEGIES
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Web site for FBA Videos

• http//www.nau.edu/ihd/positive/vids/video.html
• SUSTAINABLE BEHAVIOR SUPPORT ORGANIZING BEHAVIOR
  SUPPORT FOR LIFESTYLE IMPACT 2002 - Horner
• (To get copy of FACTS)
• THE ROLE OF FUNCTIONAL BEHAVIORAL ASSESSMENT IN
  POSITIVE BEHAVIORAL SUPPORT 2001 - Durand
• (to get copy of MAS II)

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Questions?

• Carl J. Liaupsin
• liaupsin_at_email.arizona.edu
• 520-626-1128
• http//www.ed.arizona.edu/liaupsin
• Dan Davidson
• daniel.davidson_at_nau.edu
• 928-523-7035
• http//www.nau.edu/ihd/positive/