Transcript Functional Behavioral Assessment (FBA)

How to conduct a Functional
Behavioral Assessment
FBA
Presenters:
Tracey M. Kuhn, MA
School Psychologist
&
Dr. John Rooney
School Psychologist
JR
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Functional Behavioral
Assessment (FBA)
An FBA is designed to assess the causes of a
student’s challenging behavior and to make
recommendations on corresponding
reports and subsequent behavioral
intervention plans.
JR
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To conduct a FBA, you need to identify:
 Problem behavior in concrete and observable terms
 Strength of the problem behavior to establish baseline
data
 Conditions under which the problem behavior occurs
(including the events that trigger and reinforce the
problem behavior)
 Probable reasons for or causes of the problem
behavior (including biological, social, cognitive,
affective, and environmental factors).
JR
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A FBA is Required When:
• A special education student’s behavior results in
certain disciplinary actions.
• Prior to placing a student in a “Behavioral
Disabilities Program” in the NPS, and to create a
Behavioral Disciplinary Plan (BIP).
• As a result of a Manifestation Determination
meeting when a student behavior is a result of
their disabling condition (when no FBA was
previously conducted).
TK
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An FBA Should Also Be
Considered When:
Children are referred for a special education evaluation
and/or students currently classified who:
• Behave in ways that “interfere” with their education or
with the education of others.
• Exhibit aggressive, destructive, noncompliant, selfinjurious, or dangerous behaviors.
• At the onset of the behavior rather than waiting until the
student is removed from the setting in which the problem
behavior occurred.
• When a student is in need of a more restrictive placement
because of behavioral concerns, I.e. Behavioral
Disabilities Program (BD).
• To create a behavior intervention plan (BIP) or revise a
BIP.
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4 Steps for Conducting
a FBA
1.
Identify challenging behavior in concrete and
observable terms and the instruments to assist in this
process.
Measure the challenging behavior to establish base-line
data, and perform assessments.
Evaluate data collected.
Develop a hypothesis that describes why the behavior
is occurring.
Note: Once the FBA is complete, the IEP team, or other
practitioner’s should:
2.
3.
4.
•
–
–
–
Develop recommendations and/or create a BIP to improve the
problem behavior.
Implementation of a BIP.
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Evaluate the plan and modify as needed.
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STEP ONE
Identify challenging behavior in concrete and
observable terms and the instruments to
assist in this process.
JR
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Tool Box For Step One






Teacher Questionnaire
Parent Questionnaire
Problem Behavior Questionnaire
Functional Assessment Interview (FAI)
Motivational Scale
Behavioral Assistant Scales for Children, 2nd Edition
(BASC- 2)
 Child Depression Inventory (CDI)
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Questions To Be Answered. . .
1. What are the antecedents of the
challenging behavior (e.g., setting events
that elicit the behavior)?
2. What are the consequences for the
challenging behavior, which may
reinforce it?
3. What does the student gain?
4. What does the student avoid?
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Describing the Problem
Behavior?
1.
2.
3.
4.
Note the type of problem behavior
Note where the problem behavior occurs
Note when the problem behavior occurs
Note characteristics of the setting and events
related to the problem behavior
5. Note situations or personal events that might
induce the behavior: include actions of others
that increase or trigger the behavior.
6. Note the consequences associated with the
problem behavior. JR
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Type of Problem Behaviors?
 Head banging
 Being physically
aggressive
 Being truant
 Biting
 Crying
 Defying authority
 Destroying property
 Pushing, pulling others
 Running away
 Threatening others
 Throwing things
 Inappropriate sexual
behavior
 Failing to complete
assignments
 Failure to follow
directions
 Failure to remain seated
 Fighting
 Yelling
 Cursing
 Talking out of turn
TK  Use of inappropriate
language
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Where does the Problem
Behaviors occur?
 Auditorium
 Bus
 Bus stop
 Cafeteria
 Classroom (Reading,
Writing, Math)
 Computer room
 Hallway
 Bathroom
 Library
 Special classrooms
 Walkways
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When does the Problem
Behaviors Occur?
a) Subjects being taught (history writing, reading,
math,etc.)
b) Time of day (before school. Morning,
afternoon)
c) Instructional activity, or lack of, (individual
assignments, group activity, small group
d) Nonacademic activity (changing class,
playground, lunch)
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Situations or setting events….
•
•
•
•
•
•
•
•
Arguing with parents before school
Fight with peer
Getting in trouble previously
Dislikes or has difficult time with assignment or
required activity
Being teased, harassed or intimidated by a peer
Fatigue, illness
Test anxiety
Social conflict
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Reported Consequences
vs.
Observable Consequences
 Additional writing assignments
 Alternative educational placement
 Being given alternative task, different from peers
 Being sent to office or removed from the class
 Suspensions
 Loss of privileges
 Ignoring
 Physical restraint
 Call to parents
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 Referral to counselor TK
Identify Challenging Behavior in
Concrete & Observable Terms
General
Concrete & Observable Descriptions
Descriptions
Student is
aggressive
During lunch, when student doesn’t get his
way, he hits other children
Student is
disruptive
Student continuously call out and makes
inappropriate comments during math seat
work
Student continuously moves around on
seat, plays with items on desk, and gets out
of his seat w/o permission during reading
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activities TK
Student is
hyperactive
Step One Group Activity
Case Study
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STEP TWO
Measure the challenging behavior to
establish base-line data, and perform
assessments.
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Tool Box for Step Two
Functional Assessment Observation Form
A-B-C observation form
BASC POP or BASC SOS
Sattler’s Functional Behavioral Assessment
Recording Form
Student Directed Functional Assessment
Interview
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Questions to be answered…
• What is the strength of the challenging
behavior (e.g., frequency, duration,
strength, etc.)?
• How does student’s challenging behavior
compare to his or her peers?
• How does the student’s challenging
behavior vary across settings?
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Direct Means
•
•
•
Classroom observation(s)- varied settings &
times
Observe systematic behaviors, focusing on
those environments in which they occur
Observe the student in several different
settings, during different types of activities, and
at different times during the day
JR
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Determining whether a student’s
behavior is considerable different
than that of his or her peers?
Identifiable factors to consider:
Settings
Tasks
Reward contingencies (I.e. negative
reinforcement, such as escaping tasks and
responsibilities.
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Step Two Group Activity
Practice Observation
1. Divide into 4 groups
2. Assign each group a target
behavior from video
3. Play video
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STEP THREE
Evaluate data collected
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Tool Box for Step Three
• Student Directed Functional Assessment
Interview
• Evaluate Teacher data
• Graph/chart the data
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Questions to be answered. . .
• What patterns of antecedent events and/or
consequences are connected to the student’s
challenging behavior?
• What is the student gaining or avoiding?
• What are the antecedent events that elicit the
behavior and what are the consequences that
reinforce the behavior (A-B-C’s)?
• Do skills and/or performance deficits
contribute to the challenging behavior?
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STEP FOUR
Develop a hypotheses that describes why the
behavior is occurring
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Questions a Hypotheses Should
Answer?
• Based on previous steps, evaluation of the data, the
hypotheses should attempt to explain the relationship
between the problem behavior and and the situation(s) in
which the behavior occurs.
• Is the student engaging in the challenging behavior to
gain and/or avoid something? If so, what?
• Is the student engaging in the challenging behavior
because of corresponding reinforcements? If so, what are
they?
• Is the student engaging in the challenging behavior
because of a skill(s) and/or performance deficit? If so
what are the deficits?
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Hypotheses should include:
1.
2.
3.
4.
5.
Relevant student
background factors
associated with the problem
behavior
Relevant environmental
factors associated to the
problem behavior,
Functions or purpose
(escape, avoidance, control)
How others react to problem
behavior
6.
7.
8.
9.
JR
Level of understanding of
problem behavior from
teachers, parents, peers, etc.
Students attitude about
learning environment (likes
or dislikes school?)
Student attitude about parents
Cognitive and motivational
ability the student has for
coping with the problem
behavior
Students family, school and
community strengths and
resources for change.
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Step Four Group Activity
Creating an Hypotheses
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Setting Event
Matt’s problem behavior takes place when
he is asked to write, read, or use higherorder thinking skills.
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Hypothesized behaviors?
He talks with his peers when he is not supposed
to,
leaves his seat without permission, yells,
and refuses to do assigned activities….
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Why?
in order to get out of tasks that are
challenging to him (escape).
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Final Group Activity
Break into SLT’s (5 groups)
Will be assigned a vignette
As a group complete the 4 steps of an FBA
(20 minutes)
Pick a person to report out
Each group will report out (10 minutes)
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Distractible and Hyperactivity
Student
Sandra is a 7 year old 2nd grade student who is
being seen because she is said to be in constant
motion, which disrupts teaching and learning. In
addition, Sandra is said to be unable to pay
attention in class. Despite many reported
interventions, such as individual assistance and
parent conferences Sandra’s behavior has not
improved. You are being asked to conduct a FBA
to identify the causes for Sandra’s hyperactive
and disruptive behavior.
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Withdrawn Student
Jose is a 12 year old 6th grade student who is being
seen because he never participates in class
discussions and has no friends. This withdrawn
behavior frequently results in day-dreaming,
which takes Jose off task and has a negative
effect on school performance. Despite many
reported interventions, such as counseling as and
parent conferences Jose’s behavior has not
improved. You are being asked to conduct an
FBA to identify the causes for Jose’s withdrawn
behavior.
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Verbally Threatening and Defiant
Keesha a 9 year old 4th grade student who is being
seen because she reportedly constantly threatens
peers and defies school authorities. Despite
many reported interventions, such as counseling,
suspensions, and parent conferences Keesha’s
behavior has not improved. You are asked to
conduct a FBA to identify the causes for
Keesha’s threatening and defiant behavior.
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Sexually Inappropriate Student
Josefina is a 10 year old 5th grade student who is
being seen because she frequently engages in
sexually inappropriate verbal and physical
behavior. Despite many reported interventions,
such as counseling and parent conferences.
Josefina continues to make lewd and provocative
gestures and statements to both boys and girls.
You are being asked to conduct an FBA to
identify the causes for Josefina’s sexually
inappropriate behavior.
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Physically Aggressive Student
Juan is a 15 year old 9th grade student who is
being seen because he reportedly
constantly hits, throws things and pushes
other students. Despite many reported
interventions, such as detentions,
suspensions, and parent conferences Juan’s
behavior has not improved. You are being
asked to conduct a FBA to identify the
causes for Juan’s physical agression.
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Next Steps. . .
Develop recommendations and/or
create a BIP to improve the problem
behavior.
Implementation of a BIP.
Evaluate the plan and modify as
needed.
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Next Step. . .
Develop recommendations and/or create a
BIP to improve the problem behavior.
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Questions to be answered. . .
• What pro social replacement behaviors are already in the
students repertoire?
• Which reinforces & punishers are effective with the
student?
• What environmental changes are needed to prevent the
problem behavior from occurring and encouraging
positive behavior?
• How to change antecedents that elicit and consequences
that reinforce challenging behavior?
• Which skills does the student need to replace problem
behaviors with appropriate behaviors?
• What positive strategies can be utilized to prevent
challenging behaviors occurring and increase pro social 42
replacement behaviors?
Next steps. . .
Implementation of the BIP
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How to implement the BIP?
1.
2.
3.
4.
Be consistent
Set boundaries
Monitor effectiveness
Monitor implementation
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Next Steps. . .
Evaluate the plan and modify as needed.
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Evaluate & Modify
• Plans are always in constant evaluation
• If it is not working revise and reimplement
• Periodically interview the student,
teacher(s), and parents.
• Observe the student and administer
additional assessments if needed.
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CONCLUSION
Questions
&
Answers
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References
Sattler, J., & Hoge, R. (2006). Assessment of
children, behavioral, social and clinical
foundations (4th ed.). California: Jerome M.
Sattler Publisher, Inc.
O'Neill, Robert E., Horner, Robert H., Albin,
Richard W., Storey, Keith & Sprague, Jeffery R.
(1997). Functional assessment and program
development for problem behavior: A practical
handbook. Brooks/Cole Publishing Company.
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