Functional Behavior Assessment-Instructi

Functional Behavior Assessment : 

Dr. Teresa J. Gardner SPE 311 Jacksonville State University Functional Behavior Assessment

Functional Behavior Assessment (FBA) : 

Functional Behavior Assessment (FBA) In order to determine if a student’s behavior is a manifestation of their disability or not, IDEA requires the IEP committee to conduct a functional behavior assessment.

Functional Behavior Assessment (FBA) : 

Functional Behavior Assessment (FBA) A Functional Behavior Assessment must be conducted if the student is suspended for more than ten days, or for removal of the student that constitutes a change in placement regardless of whether the behavior is a manifestation of the disability.

Functional Behavior Assessment/Analysis : 

Functional Behavior Assessment/Analysis Used to identify relationships between target behaviors and events in the environment. A collaborative problem-solving process. Used to identify the function of problem behavior and the context/conditions in which it occurs and the events related to the occurrence.

Functional Behavior Assessment : 

Functional Behavior Assessment Is a team activity. Is used to develop the Behavior Support Plan (BSP). FBA is conducted first. Results from the FBA are used to develop appropriate behavioral intervention on the BSP. Is an ongoing process. As behavior changes, the BSP will change.

When should assessment be conducted? : 

When should assessment be conducted? The student is at risk of developing behavior problems. Student behavior requires significant discipline measures or a change in placement to a more restrictive placement environment.

Functional Behavior Assessment : 

Functional Behavior Assessment Part one: Assessing the behavior Specific Target Behavior topography; frequency, duration, or intensity Setting(s) in Which Behavior Occurs Activities during Which the Behavior Occurs Time of Day Behavior Occurs Person(s) Around Whom the Behavior Occurs Factors That Appear to Set Off or Precede the Behavior

Teacher Factors : 

Teacher Factors Task Explanation Performance Feedback Lesson Presentation Teacher Reprimand Teacher Praise Individual Attention Lack of Attention Task Demands Teacher Request Consequence Imposed for Negative Behavior

Peer Factors : 

Peer Factors Peer Attention (Positive) Peer Attention (Negative)

Setting Factors : 

Setting Factors Transition (Task; Routine) Transition (Setting; Routine) Transition (Task; Unexpected) Transition (Setting; Unexpected) Elevated Noise Levels Presence of Unfamiliar Adults Presence of Unfamiliar Peers

Factors That Appear to Be Present When the Behavior Occurs : 

Factors That Appear to Be Present When the Behavior Occurs Student Factors Drowsy/Sleepy Appearance Physical Complaints (e.g., hunger, pain) Disturbed Affect ( e.g., sad, angry) Excessive Motor Activity Setting Factors Independent Seat Work Group Instruction Crowded Setting One-to-One Instruction Unstructured Setting Unstructured Activity

Factors That Appear to Follow the Behavior : 

Factors That Appear to Follow the Behavior Teacher Factors Teacher Reprimand Teacher Praise Task Removal Withdrawal of Attention Teacher Warning Time-Out Response Cost Sent to Office Communication with Parent Predetermined Contingency Imposed In-School Suspension Out-of-School Suspension

Factors That Appear to Follow the Behavior : 

Factors That Appear to Follow the Behavior Peer Factors Peer Attention (Positive) Peer Attention (Negative)

Behavioral Intent or Function(s) That the Behavior Appeared to Serve : 

Behavioral Intent or Function(s) That the Behavior Appeared to Serve Power Control Over Teachers Over Peers Over Parents Escape/Avoidance From an Activity/Task From a Person From the Classroom From the School Attention Teacher Peer Parent

Behavioral Intent or Function(s) That the Behavior Appeared to Serve : 

Behavioral Intent or Function(s) That the Behavior Appeared to Serve Expression of Self Gratification (Self-Reward) Acceptance/Affiliation (More Formal Than Immediate Peer Attention) Justice/Revenge

Part two: Formulation of hypotheses : 

Part two: Formulation of hypotheses What Appears to Be the Predominant Setting/Activity in Which the Behavior Occurs? What Time(s) of Day Does the Behavior Typically Occur? Around What Person(s) Does the Behavior Typically Occur?

Part two: Formulation of hypotheses : 

Part two: Formulation of hypotheses What Seems to Immediately Precede or Set Off the Behavior? What Seems to Be the Immediate Consequence of the Behavior? What Function or Purpose Does the Behavior Seem to Serve?

Functional Hypothesis : 

Functional Hypothesis Indicate both (a) the conditions in which the behavior occurs and (b) the function that the behavior seems to serve.

Part Three: Development of Behavior Support Plan : 

Part Three: Development of Behavior Support Plan Prevention of Behavior Based on the available information, list steps that could be taken to prevent the target behavior from occurring (e.g., avoidance of certain tasks and/or types of instructional delivery, searing arrangement).

Part Three: Development of Behavior Support Plan : 

Part Three: Development of Behavior Support Plan Replacement Behavior Based on the available information, what behavior needs to be taught to allow the student to have a successful adaptation (e.g. requesting assistance to replace tantruming as a means of gathering attention)?

Part Three: Development of Behavior Support Plan : 

Part Three: Development of Behavior Support Plan Identification of Reinforcers List all reinforcers, including preferred activities that are appropriate for this student.

Implementation of Behavior Support Plan : 

Implementation of Behavior Support Plan Goal Prevention Strategies for Target Behavior Strategy Date Person(s) Responsible Outcome Intervention Strategies for Replacement Behavior Strategy Date Person(s) Responsible Outcome Criteria for Program Discontinuation

Sample FBA Plan : 

Sample FBA Plan Student : Bad Billy School : Anytown Elementary Date of Birth: June 5, 1995 School Year: 2005-2006 Grade : five Date(s) Conducted : May 5, 2006

Sample FBA Plan : 

Sample FBA Plan I. Define the target behavior. Bad Billy is non compliant with the teacher’s requests, disruptive (talks to other students, makes vocal noises, hits at other students, etc.) and off task during class time and independent work. He often does not follow classroom rules.

Sample FBA Plan : 

Sample FBA Plan II. Context/conditions in which the target behavior occurs: Where does the target behavior usually occur ? The behavior occurs in the fifth grade general education classroom, especially during language arts and reading.

Sample FBA Plan : 

Sample FBA Plan When Is the behavior most/least likely to occur? The behavior is most likely to occur when the student is requested to begin independent class work throughout the day at times when he wants to do another activity (play a game on the computer, etc.). It is least likely to occur when he is engaged in an activity he chooses and during non-academic time.

Sample FBA Plan : 

Sample FBA Plan With whom does it usually happen? It usually happens with Billy’s fifth grade general education teacher. How often does it occur and how long does it usually last? It usually occurs every day, especially in the afternoon (after lunch) until time to leave and usually lasts from five to twenty minutes at a time requiring frequent intervention by the teacher.

Sample FBA Plan : 

Sample FBA Plan III. Events that happen before the behavior occurs : A. Teacher initiated event: The teacher requests Billy do his class work assignment, especially math. B. Peer initiated event: Peers reinforce Billy’s disruptive behavior by laughing and making remarks. C. Student initiated event: Billy complains, indicates he doesn’t want to do the work, makes vocal noises, hums/sings, taps pencil, talks/distracts other students, hits at students, and otherwise off task. D. Instructional context or activity: The behavior occurs in the fifth grade class in the whole class and in small groups during instructional and independent work times.

Sample FBA Plan : 

Sample FBA Plan IV. The main/purpose function of the behavior for the student: A. What is the student gaining or avoiding as a result of the behavior? Billy gets out of (avoids) doing class work and gets attention usually negative from other students. B. What are the key factors that reinforce the behavior? 1. Billy gets out of class work. 2. Billy gets attention from peers. 3. Billy may get to leave the classroom. C. What happens as a consequence of the behavior? Verbal warnings, reprimands, being sent to the principal, and in-school suspension

Sample FBA Plan : 

Sample FBA Plan Is the behavior the result of a skill or performance problem? Billy has the academic skill to do most of the assigned work except in math where he is below grade level. He does well when he complies and does the work usually. Billy does not seem to understand the impact of his behavior on other students’ learning or the consequences of his behavior.

Sample FBA Plan : 

Sample FBA Plan V. Function statement : the student does (behavior) to (get… avoid…communicate). Billy is noncompliant with the teacher’s requests and disruptive to avoid performing class work and obtain attention from peers. VI. Identify student’s strengths/interests: A. Academic: reading, computer skills, verbal skills, vocabulary, and written expression. B. Personal: enjoys the computer, drawing, music, pets (dogs/cats), and roller skating.