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Positive Behavioral Interventions and Supports Functional Behavioral Assessment Module 3 2004 – Revised July, 2010 What is “Positive Behavioral Interventions & Supports”? PBIS focuses on PROACTIVE support strategies that reduce the likelihood of problem behavior and allows individual students to be as independent and successful as possible in the school setting. It encompasses a range of strategies from systemic to individual supports. Positive Behavioral Interventions & Supports Universal School-wide PBIS - System wide procedures School wide systems Classroom systems Non classroom systems Problem Solving Model Team - Proactive management ideas - Informal/formal data collection and evaluation Targeted Intensive PSM Team / IAP / IEP PSM Team / IAP / IEP -Intervention Plan for Student Success -IAP or IEP -Functional Behavior Assessment -Behavior Intervention Plan -Data collection, assessment, observation -Formal evaluation -Functional Behavior Assessment -Behavior Intervention Plan -Manifestation Determination -Short-Term Suspension Analysis Mental Health in the Schools What is a “Functional Behavioral Assessment”? A method of identifying the social, affective, and environmental factors that reliably predict and maintain behaviors that interfere with learning. Its purpose is to determine a target behavior that will be the focus of intervention on a Behavioral Intervention Plan. What triggers a FBA? Proactive Teacher/staff need to understand the functions of the student’s behavior as it relates to their disability Current behavioral data suggests a need to identify more appropriate management strategies New information suggests need to review current management strategies Review and evaluation of a student’s existing Behavioral Intervention Plan Reactive Suspension of more than 10 cumulative days, but not a change in services Significant change in placement such as a change in setting or long-term suspension A series of removals from the current educational placement that constitutes a significant change in service Placement in an interim alternative educational setting ( < 45 days) for weapons and drugs Building Blocks of the FBA Process Develop Hypothesis Identify Function of Target Behavior Analyze Data • Antecedent • Behavior Collect Data • Consequence • Target Behavior The Behavior Cycle ANTECEDENT CONSEQUENCE BEHAVIOR 1st Block of the FBA Process Collect Data FREQUENCY DATA SHEET Student: ______________ Date Time 10:30 - 6/14/04 12:25 Behavior of Concern Exhibited EXAMPLES: -Refuses to work -Talks out -Out of seat Location/Activity Regular class/ Math lesson Teacher: _________________ Presence of Others, Peers, Adult(Specify) EXAMPLES: -Students (all class) -TA (CM) -T (BS) NHCS PBIS 3 Tool Adult Response/Action TA walks to student prompts verbally “Get Busy” Other Factors EXAMPLES -After fire drill -Day after return from holiday -No medications 2nd Block of the FBA Process Analyze Data Identify antecedent or factors noted prior to the behavior Summarize behavior, noting level of intensity and specific patterns, using information from Frequency Data Sheet (NHCS PBIS 3) Identify consequences or events that follow the behavior Define the target behavior (NHCS PBIS A Target Behavior is . . . Analyze Data • a specific behavior that needs to be replaced OR • a cluster or combination of behaviors that are related to one another and are a part of the target behavior Some Cluster Behaviors of “Impulsivity” Analyze Data NHCS FBA Tool New Hanover County Schools Functional Behavioral Assessment (FBA) Name Review Student’s Strengths Review Target Behavior (PBIS 4) (Include setting/situation where target behavior is less likely to occur) Antecedents •Communication (understand instructions/ make needs known?) Verbal instruction given to class • Environmental/Classroom (over-stimulated/noisy/crowded?) Regular Math class • Academic/Instructional (too easy/too difficult/not interested/ unorganized/large group/ independent work?) Class is asked to begin independent work on assignment after instruction given and example shown on board • Setting Events (response to command/transition/change in routine/unstructured/bus/ time/person/subject?) Teacher walks to student’s desk-asks student to get busy Behavior •Mild Student sits and stares at book / worksheet-no move to begin assignmentstarts drawing on worksheet or puts head down on desk •Moderate When teacher asks to get busy, student makes comment under breath. When asked what said, denies saying anything and loudly accuses teacher of “Bothering” him. Says work and teacher are dumb. •Severe Student shoves book and worksheet off desk and uses profanity. Student shoves desk, gets up and stomps our of class. Consequences •Loss of Privilege (what kind? school? home?) No free time after lunch/no phone or video games at home •Detention (how long? What kind? # of tms?) Lunch (3) After school (1) •Removal from Class (bounced? # of tms?) Bounced (2) •Restitution (what kind?) Book repair/work in library •Other Phone call to parent 3rd Block of the FBA Process Attention Escape/ Avoidance Identify Function Power Self Stimulation Functions of Behavior Target Behavior Pos Reinf Attention From: Peers Staff Preferred Adult Power For: Control Intimidation Vengeance Escape/ Avoidance Neg Reinf Self Stimulation Of: To reduce: Person Activity Classroom Anxiety Fear 4th Block of the FBA Process Develop Hypothesis A hypothesis statement summarizes the team’s analysis of the behavior. It is a statement of what the student is doing and why the student is doing it. Develop Hypothesis Format When student is Hypothesis in Math class SETTING and teacher asks class to do independent work ANTECEDENT / CONTEXT he typically responds by not attempting work/ using disrespectful language/aggressive actions to gain BEHAVIOR escape from doing work FUNCTION Resources NHCS Special Education & Related Services Manual Web Resources -www.pbis.org -http://cecp.air.org -www.udel.edu -http://darkwing.uoregon.edu/~ttobin/ (Click on Case Study)