Functional Behavior Assessments:

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Functional Behavior Assessments

• Rationale, Tools, and Expectations

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Overview of Presentation

• The why and when of conducting a functional
  behavior assessment
• Tools and process
• Written summaries of FBA
• Connection with Proactive Behavior Intervention
  Planning

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Minnesota Definition of a Functional Behavior
Assessment

• "Functional behavioral assessment" or "FBA"
  means a process for gathering information to
  maximize the efficiency of behavioral supports.
• (MN Rule 3525.0210 sup. 22)

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Why Functional Behavioral Assessments are
Beneficial

• Majority of student behavior is purposeful
• Behavior (appropriate and inappropriate) relates
  to the context(s) in which it occurs
• Past-to-present events influence behavior
• FBAs provide a predictive function

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Advantages of utilizing FBAs

• Improves understanding of the causes of behavior
• Facilitates hypothesis-driven interventions
• Emphasizes skill building rather than punishment
• Increases chance of positive student outcomes

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When is an FBA Required?

• The emotional and behavioral disorders disability
  criterion currently requires that an FBA be
  conducted as part of the determination process
  (Minnesota Rule 3525.1329).

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When is an FBA Required?

• An FBA is required before a students IEP team
  makes a determination that conditional procedures
  should be in a students comprehensive behavior
  intervention plan (Minnesota Rule 3525.2710 Subp.
  4F).

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FBA Requirements Related to Suspensions
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Pattern of Removal Requirement

• When a pattern of removal has the effect of a
  change in placement for a student, a functional
  behavior assessment needs to be conducted

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Other Instances for Conducting an FBA

• When a team is considering a more restrictive
  placement due to behavioral concerns
• When emergency intervention used 2x in a month,
  team meeting to determine if additional
  evaluation needed and IEP amendment (MN Rule
  3525.2900)
• As outlined in the Behavior Intervention Plan

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Current Data Collection Tool
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An FBA includes

• Description of problem behaviors Challenging
  behaviors defined in observable and measurable
  terms (i.e., one can see and count the behavior)
• When the behavior is most likely to occur
  Identification of events, times, and situations
  that predict the occurrence of the behavior
• When the behavior is least likely to occur
  Identification of events, times, and situations
  that predict the nonoccurrence of the behavior

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An FBA includes (Cont.)

• Identifies the Antecedents, Consequences, and
  Reinforcers that maintain the behavior
• Hypothesis statement Possible functions of the
  behavior
• Replacement behaviors Possible positive
  alternative behaviors
• Assessment tools Includes a variety of data
  collection methods and sources that facilitate
  the development of hypotheses and summary
  statements regarding behavioral patterns

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Data Collection Tools

• Interviews
• Parent and staff interviews
• Conducted individually or through team process
• Examples on website
• Student interview
• Frustration and stress survey
• Examples on website

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Team Interview Framework

• Narrative Option
• Visual Overview Option

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ABCs of Behavior FBA Terminology
Consequences


Antecedents
Behavior

(Outcome/Function)
B
C
A
Reinforcement
Punishment
Problem Behavior
Appropriate Behavior
Access
Avoid/Escape
Setting Events
Immediate
Power/control Attention Acceptance Affiliation Gra
tification Justice/revenge Protection Etc.
or
Tasks Consequences Individuals Stress/anxiety Acti
vities Symptoms Etc.
or
Goal Decrease
Goal Acquire skill Increase
Fast Triggers
Slow Triggers
Environmental factors that influence behavior,
not immediate
Occur immediately before a behavior
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Data Collection Tools (Cont.)

• Direct Observations of Student
• Purpose
• Opportunity to objectively support (or deny) a
  relation between behavior and environmental
  events
• provides pre-intervention information useful for
  determining the significance of the problem
  behavior and the effects of environmental,
  curricular, and replacement behavior
  manipulations.
• Provide basis for hypotheses statements that will
  guide behavior support plan development.
• File Review Carefully review information for
  patterns and necessary information
• Additional Surveys and Checklists

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FBA Process and Expectations

• Team approach important
• Lead needed to coordinate assessment and
  information gathered
• Data collection requires communication and
  collaboration among team members -who collects
  what information can vary
• Written product contains required information

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Written Expectations for FBAs

• Supplementary FBAs
• Notice of evaluation plan completed
• Use supplementary evaluation report form in
  Campus
• Integrated in a comprehensive evaluation

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FBAs Connection with Behavior Intervention Plans

• The data that is gathered through a Functional
  Behavior Assessment forms the basis to develop
  Behavior Intervention Plans
• The objective of any behavioral intervention must
  be the following
• - pupils acquire appropriate behaviors and
  skills
• - skill acquisition focus rather than merely
  behavior reduction or elimination
• - designed to allow a student to benefit from an
  appropriate, individualized educational program

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