Transcript So how do we do this brief FBA?

Brief FBA :
A School
Perspective
Eau Claire Area School
District
Katie Marc-Special Education Teacher
Katie Haugen-Special Education Teacher
Logistics
 Where
in the system does an FBA fit?
 When is an FBA completed?
 Who completes the FBA?
 How the data is used to make decisions?
Flow Chart: Example 1
Flow Chart: Example 2
Teacher Interview
Eau Claire Area School District
TEACHER INTERVIEW
Student:
Grade:
Completed by teacher
Date:
Teacher:
Conducted by interview
Interviewer:
1. What specific* behaviors (maximum of 3) occur in school that interfere most with this student’s
learning/social relationships? (list in order of importance)
*Describe the ACTUAL behavior. For example, instead of “aggressive”, you would write “hits”,
“bites”, “kicks”, etc.
1.
2.
3.
Indicate which one behavior that you would like addressed first.
2. When is this behavior most likely to occur? (time, situation, person, etc.)
3. Student’s strengths: (social and academic)
4. Student’s barriers to learning: (social and academic)
5. Are there concerns regarding attendance?
Yes
No (please attach attendance records)
6. Have you had a conference with parent/guardian regarding this problem behavior?
Yes No
If yes, date of conference:
Results/Changes made:
7. Describe specific interventions you have used in the classroom. Indicate the degree of success of
each, including rewards and consequences: (use back of page if necessary)
8. What are the student’s favorite things to do? (possible reinforcers)
9. Reinforcers that do NOT work with this student:
Behavior Profile
Functional Behavior Assessment
Eau Claire Area School District
PROBLEM BEHAVIOR QUESTIONNAIRE
Student ____________________________ Teacher _______________________ Date ________________
Student Behavior: Keeping in mind the one identified problem behavior identified in the Teacher Interview. Circle
the frequency at which each of the following statements is true.
Never
10%
of time
25%
of time
50%
of time
75%
of time
90%
of time
Always
1.
Does the problem behavior occur and persist when
you make a request to perform a task?
0
1
2
3
4
5
6
2.
When the problem behavior occurs, do you redirect
the student to get back to task or follow the rules?
0
1
2
3
4
5
6
3.
During a conflict with peers, if the student engages in
the problem behavior, do peers leave the student
alone?
0
1
2
3
4
5
6
4.
When the problem behavior occurs, do peers verbally
respond or laugh at the student?
0
1
2
3
4
5
6
5.
Is the problem behavior more likely to occur
following a conflict outside the classroom? (e.g. bus
write-up)
0
1
2
3
4
5
6
6.
Does the problem behavior occur to get your
attention when you are working with another
student?
0
1
2
3
4
5
6
7.
Does the problem behavior occur in the presence of
specific peers?
0
1
2
3
4
5
6
8.
Is the problem behavior more likely to continue to
occur throughout the day following an earlier
episode?
0
1
2
3
4
5
6
9.
Does the problem behavior occur during specific
academic activities?
0
1
2
3
4
5
6
10.
Does the problem behavior stop when peers stop
interacting with the student?
0
1
2
3
4
5
6
11.
Does the behavior occur when peers are attending to
other students?
0
1
2
3
4
5
6
12.
If the student engages in the problem behavior, do
you provide one-to-one instruction to get the student
back on task?
0
1
2
3
4
5
6
Profile Scoring Guide
Problem Behavior Questionnaire Profile
Peers
Escape
Peers
Attention
Adults
Escape
Adults
Attention
Setting
Events
Sensory
Tangible
Q3 Q10 Q14 Q4 Q7 Q11 Q1 Q9 Q13 Q2 Q6 Q12 Q5 Q8 Q15 Q16 Q17 Q18 Q19 Q20 Q21 Q22 Q23
6
5
4
3
2
1
0
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5
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3
2
1
0
6
5
4
3
2
1
0
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5
4
3
2
1
0
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5
4
3
2
1
0
6
5
4
3
2
1
0
6
5
4
3
2
1
0
6
5
4
3
2
1
0
6
5
4
3
2
1
0
6
5
4
3
2
1
0
6
5
4
3
2
1
0
6
5
4
3
2
1
0
6
5
4
3
2
1
0
6
5
4
3
2
1
0
6
5
4
3
2
1
0
6
5
4
3
2
1
0
6
5
4
3
2
1
0
6
5
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2
1
0
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5
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3
2
1
0
6
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1
0
6
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2
1
0
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5
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2
1
0
6
5
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3
2
1
0
Teacher Interview and Problem Behavior Questionnaire and Profile are adapted from Lewis, Timothy J., Scott, Terrance M., Sugai, George. (1994) Diagnostic, 19 (2-3), 1-3-115.
Sensory and Tangible motivation assessment scale sections are adapted from Durand, V. M. & Crimmins, D.B. (1988). Identifying the variables maintaining self-injurious behavior.
Journal of Autism and Developmental Disorders, 18, 99-107)
Defining & Understanding Behavior

Define behavior in measureable terms (WHAT) – it MUST
be measurable and observable
 Consider
sub or student teacher as standard… Defined
enough that they would understand the behavior?

Identify events that predict (WHEN & WHERE) the
specific behavior occurs

Identify the function of behavior (WHY), and

Construct functional behavioral summary statements
Summary Statement
Sample BIP
Additional Information
 Swis




Data as measurement tool
Location
Behavior
When
Motivation
 Data
needs to be collected, monitored
and review as determined by the data
decision rules.