Post on 29-Dec-2015
transcript
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
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)
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
Advantages of utilizing FBA’s
Improves understanding of the causes of behavior
Facilitates hypothesis-driven interventions
Emphasizes skill building rather than punishment
Increases chance of positive student outcomes
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).
When is an FBA Required?
An FBA is required before a student’s IEP team makes a determination that conditional procedures should be in a student’s comprehensive behavior intervention plan (Minnesota Rule 3525.2710 Subp. 4F).
FBA Requirements Related to Suspensions
IEP Team Meeting Required
Manifestation Determination
Required
Functional Behavioral Assessment Plan
Required Student removed for 1 school day or less (but not suspended)
No* No* No*
Student suspended for less than 5 consecutive school days
No* No* No*
Student suspended for 5 to 10 consecutive school days
Yes Yes No*
Student removed for 10 cumulative school days in a school year or less
No No No
Student removed for 11 cumulative school days in a school year or more
Yes Yes Yes
Student placed on in-school suspension
No** No** No**
Parent requests a manifestation determination following any removal for disciplinary reasons
Yes Yes No*
Student suspended from the bus
Depends*** Depends*** Depends***
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
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
Current Data Collection ToolFunctional Behavioral Assessment
Student: Age: School: Date: Completed by: Hypothesis:
Strengths
Slow Triggers (setting, events)
Fast Triggers (antecedents)
Problem Behaviors
Perceived Function
Actual Consequence
Ideas:
Barriers to Ideas:
Desired Behaviors:
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
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
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
Team Interview Framework Narrative Option
Visual Overview OptionFunctional Behavioral Assessment
Student: Age: School: Date: Completed by:
Strengths
Slow Triggers (setting, events)
Fast Triggers (antecedents)
Problem Behaviors (observable and measureable)
Perceived Function
Actual Consequence
When behavior most likely to occur:
When Behavior least likely to occur: Replacement Behaviors:
ABC’s of Behavior: FBA Terminology
A B CAntecedents Behavior Consequences
Setting
EventsImmediate
Slow Triggers
Fast Triggers
oror
Environmental factors that influence behavior, not immediate
Occur immediately before a behavior
Problem Behavior
Appropriate Behavior
Goal:
Decrease
Goal:
Acquire skill & Increase
(Outcome/Function)
Access Avoid/Escape
Power/control
Attention
Acceptance
Affiliation
Gratification
Justice/revenge
Protection
Etc.
Tasks
Consequences
Individuals
Stress/anxiety
Activities
Symptoms
Etc.
ReinforcementPunishment
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
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
Written Expectations for FBA’s
Supplementary FBA’s Notice of evaluation plan completed Use supplementary evaluation report
form in Campus
Integrated in a comprehensive evaluation
FBA’s 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