Functional Behavior Assessment Day 2

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Functional Behavior AssessmentDay 2

• Intermediate Unit 1
• Presenter Kristen N. Salamone

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Session Objectives

• Participants will
• Analyze and Summarize results of FBA direct
  observation data and interview information
• Identify the essential components of effective
  Positive Behavior Support Plans (PBSP)
• Develop a specific PBSP for the behavior of
  concern
• Develop a plan implementation and monitoring the
  PBSP

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Agenda

• Data Based Decision Making
• Graph/Analyze Data
• FBA Summary
• Break
• Report Findings
• Lunch
• PBSP
• Break
• Plan to Implement and Monitor PBSP

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Ground Rules
Review

• Talk about behaviors, not judgments
• Keep confidential (identifying) information out
  of discussions
• Respect your districts and your colleagues
  districts
• Recognize that working with difficult behavior is
  hard and it is OK to ask for help
• Focus on future successes, not past failures
• Understand that behavior change requires
  systematic instruction and is gradual in
  improvement

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FBA
Review

• Conducting the FBA
• Step 1 Informant Interviewing
• Step 2 Direct Observation with Data Collection
• Step 3 Analysis of Information/Formulate
  Hypothesis

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Overview of Team Process for FBA --gt PBSP

• Conducting the FBA
• Step 1 Informant Interviewing
• Step 2 Direct Observation with Data Collection
• Step 3 Analysis of Information/Formulate
  Hypothesis

• Develop a Hypothesis or Summary Statement
• Design a PBSP based on hypothesis or summary
  statement
• Implement the PBSP
• Monitor Progress and Evaluate Outcomes

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Data Based Decision Making

• What is it?
• How can the Team use it?
• How do you decide what to measure?
• Which measurement strategy should I use?
• How do I summarize the data to evaluate new
  strategies and interventions?

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The Team Process

• Why is it important?
• Who should be on the team?
• What are the critical features of an effective
  team?
• Why is it important to collect meeting minutes?

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Critical Features of an Effective Team

• Vision Statement
• Ground Rules
• Team Roles
• Agendas and Meeting Minutes
• Data-Based Decision Making

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FBA Step 3 Analyze Information

• Data Collected
• Graphic form
• Summarized
• Analyze Data
• Develop hypothesis regarding function the
  behavior is serving

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History of Interventions for Current Behavior of
Concern
Antecedent (prevention) Strategies Consequence Strategies

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Part 3 Steps

1. Write up a summary of your findings using
   Microsoft Word
2. Example 1 (single behavior)
3. Example 2 (multiple behaviors)
4. Create a chart or graph of your data (visual) and
   add it underneath your write up
5. Insert summary and visuals underneath the direct
   observation summary

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Graphing

• Importance?
• Types of Graphs
• Line
• Bar
• Pie Chart
• Scatterplot

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Important Elements of a Line Graph

• Horizontal Axis (x axis) Vertical Axis (y axis)
• Points
• Condition Lines
• Condition Labels

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Using a Graph to Interpret Data

• Are there meaningful changes in the behavior over
  time?
• To what extent can that change in behavior be
  attributed to the behavioral intervention or
  teaching strategy that was introduced?

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Using a Graph to Interpret Data

• Variability
• Levels of Behavior
• Trend

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I Do

• Anecdotal Recording
• Classroom Scatterplot
• Basic Event Recording
• Interval Recording and Time Sampling
• Duration Recording

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Direct Observation Summary

• Describe how often the behavior of concern
  occurs, how long it lasts, and at what intensity
  it occurs?
• Describe any patterns to the occurrence of the
  behavior of concern.

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Antecedent and Consequence Factors

• Describe the antecedents that are present when
  the behavior of concern occurs.
• Describe the consequences that appear to be
  maintaining the behavior of concern.

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Form Hypothesis

• When ____________________(antecedent to behavior
  of concern), ________ (student) will
  _________________ (behavior of concern) in order
  to_________________ _____________________(perceive
  d function of the behavior).

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Case Study Merging Gym and Special Education
Collecting Behavioral Data in a Chaotic
Environment
We Do
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Your Turn!

• Summarize findings in a word document.
• Create a chart of your data.
• Create a graph of your data using Excel.
• Insert graph into word document.

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Report Findings

• Share findings with the group

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Effective Positive Behavior Support Plans

• Prioritize
• Define
• Teach!!
• Gradual Improvement
• Procedures

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Competing Behavior Model
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Positive Behavior Support Plan Components

• Antecedents
• Replacement Skills
• Reinforcement
• Alternative Discipline/Consequences

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Antecedent (prevention) Strategies

• Strategies to remove/reduce identified
  antecedents to the behavior of concern
• Strategies to make the behavior unnecessary in
  specific situations
• Strategies to assist with the performance of the
  replacement behavior (cues and prompts)
• Long term strategies to remediate skill deficits

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Make a change BEFORE the behavior occurs!

• Intervene in the Green
• 2 types of antecedent interventions
• Change the setting event (S.E.)
• Change the antecedent

Maintaining Consequence
S.E.
Antecedents
Behavior
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Find an opposite for the antecedent

• Difficult Work/
• Long Tasks/
• Loud Environment/
• Close proximity to peers/
• No choice of task visible/
• Nonfunctional tasks/

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Setting Event Interventions

• Find an opposite for the following
• No breakfast
• Lack of sleep
• Thirsty
• Hot Day
• Bad bus ride
• Fight with parent/sibling/boyfriend before school

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S.E. Strategies

• Written Rules
• Outlines
• Graphic Organizers
• Rehearsals
• Social Stories
• Lighting/ear plugs
• Advance warnings

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Manipulations

• Choice of order of tasks
• Modify tasks to produce functional outcomes
• Pre-teach stories
• Warning notices
• Meal schedule and quantity

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Replacement Behavior

• Identify functionally equivalent replacement
  behavior
• The Response Effort

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Consequence Strategies

• Reinforcement for performance of the replacement
  behavior.

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Reinforcement for Replacement Behaviors

• Rate
• Immediacy
• Quality

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Types of Reinforcement

• Tangible
• Activity
• Social

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Teaching Desired Behaviors

• Fading prompts
• Pairing
• Immediate consequences
• Organized program

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Consequence Strategies

• Withholding of reinforcement
• Delivering of punishment
• Crisis plan section

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Consequence Interventions

• Punishment (historically)
• Tokens
• Point systems
• Reinforcers
• Edibles
• Praise
• Thumbs up

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Additional Strategies

• Loss of privledges- recess, free time
• Time-out
• Time-away from reinforcement
• Reprimand
• Extra work
• Write an apology
• Restitution

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Issues with Punishment

• Person resents the punisher
• Can result in aggression
• Does not TEACH appropriate skill
• Reduces self-esteem
• Imitate the punishment
• Physical harm
• Sets a negative tone/negative school climate

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Issues (contd)

• Only effective in presence of punisher
• May learn another, more challenging behavior
• Must be accompanied by positive strategies
• Reward the GOOD stuff
• ALWAYS make it simple and doable

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Positive Behavior Support Plan

• Example

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Your Turn

• Complete the PBSP with your team

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Monitoring Progress

• Create data tools to track and monitor progress
  on PBSP
• Create a plan to monitor progress with specific
  student

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References
ABA Concepts Functional Behavior Assessment
Presentation. Choutka, M.ED., C. Nonnemacher,
M.ED., S. The Commonwealth of Pennsylvania. The
PA Code. www.padcode.com. US Office of
Special Education Programs. Special
Connections. http//www.specialconnections.ku.
edu. The Pennsylvania Department of Training
and Consultation (PaTTAN). www.pattan.net.