Functional Behavior Functional Behavior Assessment Assessment

&&Positive Behavior Support Positive Behavior Support

PlansPlans

Functional Behavior Functional Behavior Assessment Assessment

&&Positive Behavior Support Positive Behavior Support

PlansPlans Presented byPresented by

Samantha LevySamantha Levy

Behavior Plans in IEPs

In the case of a child whose behavior impedes his or her learning or that of others, consider, when appropriate, strategies including positive behavioral interventions, strategies, and supports to address behavior.

Step-by Step Step-by Step ProceduresProcedures

Step-by Step Step-by Step ProceduresProcedures

FBA & PBSP• Functional Behavior Assessment

– Define behavior– Collect data– Determine the function of the

behavior

• Positive Behavior Support Plan– Make changes to the environment to

include prevention strategies– Teach replacement behavior– Determine reactive strategies (ignore,

redirect, crisis plan if needed)

• Collect data• Review and revise

All Behavior All Behavior CommunicatesCommunicatesAll Behavior All Behavior

CommunicatesCommunicatesFiguring out what the Figuring out what the

behavior communicates is behavior communicates is the key to solving the the key to solving the

problem.problem.

Functional Behavior Assessment

• Determine the function and communicative intent of the

behavior.

• The “form” of the behavior does not really matter; it’s the function.

Define the Target Behavior

• An adequate description of the behavior will be the basis for collecting data and designing a plan.

• A sound description will produce a common understanding of the problem.

• Do not attempt to describe all of the difficult behaviors. Decide which

behavior(s) need the most immediate attention.

Define the Target Behavior

• “Jennifer plays in the corner by herself.”

• “Kevin makes verbal threats to the teacher.”

• “Brittany does not do her work.”

Do not say what Brittany is not doing; say what she is doing.

What is Brittany doing when she is not doing her work?

Before we Conduct a Functional Behavior

Assessment:

• When a student struggles academically, we look for instructional solutions. We should take the same approach for behavior difficulties.

• Change instruction before you develop a complicated plan.

Assess Setting Events/Risk Factors

• Biological setting events:

– Fatigue– Physical pain and discomfort– Hunger/thirst– Medication

Assess Setting Events/Risk Factors

• Physical setting events:– Noise– Humidity– Temperature– Crowding– Architecture/seating

arrangements

Function of Behavior

• The goal is to figure out the communicative intent of the behavior so an alternative way for the student to communicate his/her needs can be taught.

• Even if a student has good verbal abilities and adequate cognitive skills, his/her misbehavior still acts as a communicative message.

The studentThe student’’s needs are s needs are legitimate. legitimate.

The studentThe student’’s needs are s needs are legitimate. legitimate.

It is the behavior used to It is the behavior used to communicate those needs that is not.communicate those needs that is not.

Possible Functions

• Attention / Access• Escape / Avoid / Delay• Sensory stimulation• Control

Designing Behavior Designing Behavior Intervention PlansIntervention Plans

Designing Behavior Designing Behavior Intervention PlansIntervention Plans

Overall Intervention Strategy

• Traditional Approach– Remediate problem behavior

• Positive Behavior Support– Remediate deficient environments– Remediate deficient behavior

repertoires (social skills, problem-solving skills, communication skills)

Guiding Principles

• Teaching (supporting and developing skills) is the heart of the approach,

not problem behavior suppression.• Redesigning environments

(modifying the context) is the heart of approach, not contingency management.

• A support plan vs. a control plan.

Step-by-Step

• PREVENT

• TEACH

• REACT

Two Types of Preventative Strategies

• Permanent environmental changes– Ongoing negative patterns and interactions

• Temporary environmental adjustments– Immediately decrease problem behavior– Gives opportunity to teach new skills– Shape behavior back to normalized routine– Varies widely depending on student’s needs

Prevention strategiesPrevention strategies are the are the most most

important componentimportant component of behavior of behavior

intervention plans.intervention plans.

Prevention strategiesPrevention strategies are the are the most most

important componentimportant component of behavior of behavior

intervention plans.intervention plans.

TEACHTEACHTEACHTEACHProblem behavior generally occurs for Problem behavior generally occurs for

two reasons: two reasons:

Skill deficits or performance deficitsSkill deficits or performance deficits. . Remember: “diagnosis matters”

Replacement Behavior

• “Fair-pair rule”:For every behavior that is decreased, a different

behavior must be increased.

• Can’t “stamp out” behaviors in individuals.

Principal of Functional Equivalence

Problem behavior: hitting

Communication: “Hi”

ATTENTIONATTENTION

If you strengthen one behavior, If you strengthen one behavior, the other behavior becomes the other behavior becomes irrelevant.irrelevant.

When a functionally equivalent When a functionally equivalent response is response is taughttaught, one should see , one should see a decrease in the frequency of the a decrease in the frequency of the

problem behavior.problem behavior.

When a functionally equivalent When a functionally equivalent response is response is taughttaught, one should see , one should see a decrease in the frequency of the a decrease in the frequency of the

problem behavior.problem behavior.

REACTREACTREACTREACTEffective reactive strategies Effective reactive strategies reduce the intensity and reduce the intensity and frequency of the behavior frequency of the behavior because it is no longer because it is no longer effective, efficient, or desirable.effective, efficient, or desirable.

Ideas for reactive strategies

• Ignoring– Do NOT ignore the student; ignore the

behavior

• Redirection– Break the “cycle” of the behavior

• Presenting feedback– Non-threatening; what to do next

Summary

•PREVENT•TEACH•REACT

Insanity: Doing the same

thing over and over again and expecting different results.

Albert Einstein