Transcript Document 7142214

Functional Behavioral
Assessment
Data Analysis
Acknowledgements
Beth Marshall
Susan Hollinger
Dawn Frenette
Joan Wood
Kirksey McIntosh
Elizabeth Cameron
Sarah Rockwell
Cassie Fishbein
Barbara Foreman
REMINDER
 Reevaluation for IEP Changes Process
Send Notice of Proposed
Meeting/Consent for Agency
Participation to parent
Document purpose of meeting on profile
Complete Notice of IEP Team’s
Decision Regarding Reevaluation –
Additional Data
Complete Notice and Consent for
Reevaluation
Functional Behavior Assessment
 “Why does this student behave the way he/she
does?” Answer the following questions:
Where is the behavior occurring most frequently?
Where is the behavior likely to occur?
With whom is the behavior likely to occur?
What activities are most likely or least likely to cause the
behaviors to occur?
Are there situations when the behavior never occurs?
What happens before and immediately after the
behavior occurs?
What environment stimulus is present?
Develop your hypothesis. What is reinforcing the
student’s behavior?
Where Do I Begin?
 Place all like forms together in the following
order:
 Parent Interview 1
 Student Interview 1 and 2
 Teacher Interview
 ABC Charts
 Data Charts and Graphs
 BASC – 2
 Questions About Behavioral Function (QABF)
Presentation and Analysis of Data
 SCHOOL OFFICE RECORDS
– Attendance Records (Most Current)
– Grades (Most Current)
Failing grades may be due to several factors:
Incomplete work
Not participating
Fear of Failure
Test anxiety
Distractions
Curriculum level
Presentation Style
Other environmental factors
Presentation and Analysis of Data
– Discipline Reports (Most Current)
Look for patterns in the following:
Setting (time of day, location, persons involved)
Antecedent (verbal or physical interactions with peers,
adults, or surroundings)
Form of the behavior (acting out, shutting down, etc.)
Consequence or payoff (power, escape, attention, tangibles)
Interviews
Types of Interviews
– Parent Interview 1
– Student Interview 1
– Student Interview 2
– Teacher Interview
Parent Interview 1
 By reviewing the parent interview first, we give the parent
immediate ownership and input for this process.
 While reviewing the information provided, check for
correlations with teacher input.
 Questions 1-5 provide updated medical information.
 Questions 6-14 provide insight into the student’s home
behavior and the affects of that behavior.
 Question 15 provides information on parents
understanding of school behaviors.
 Questions 16-18 provide information regarding the
students positive attributes, interests and responsibilities.
 Comments- These are always interesting and sometimes
helpful.
Student Assisted Interviews
 Complete both Student Interview forms
Both forms are suggested because they offer different
information.
Student Interview 1 tells us how a student perceives
school.
Student Interview 2 tells us if the student can identify his
or her inappropriate behavior as well as offer any
solutions he or she may have for problem solving.
Interview 2 also gives us insight into the likes and
dislikes of the student.
If the student cannot understand the questions, the
teacher should read and/or modify the information for
better understanding.
Student Assisted Interview 1
 Questions 1-8 address how the student
feels about his or her work.
 Questions 9-12 tell us if the student feels he
or she is treated fairly.
Student Assisted Interview 2
 Questions 1-3 show students ability to
recognize his or her elements of appropriate
and inappropriate behavior.
 Questions 4-7 identify possible motivators.
 Probes- This should be used to further
question student about elements of
behavior.
 Subject Rating Scale- Identifies which
subject the student likes and strengths to
build on.
Teacher Interview
 Questions 1-4 identify the problem behavior.
 Questions 5-14 identify possible triggers to
inappropriate behavior.
 Questions 15-19 help us to identify the
consequences or payoff for the student when he or
she displays the inappropriate behavior.
 Questions 20-23 help us to identify physiological
or environmental factors that may be causing the
inappropriate behavior.
 Question 24-25 identify motivators for the student.
 Question 26 and comments identify student
strengths and attributes.
ABC Charts
(Antecedent, Behavior,
Consequences)
 Please note secondary and elementary teachers
should use the designated chart.
 Definitions
Antecedent- This describes who is present, where
the behavior is displayed, when the behavior is
displayed, and any other verbal or physical elements
that may trigger the behavior.
Behavior – A description of the students’ actions
and/or words.
Consequences – What occurred after the behavior
was exhibited. (The big payoff or motivator for the
behavior!)
GRAPHS

Frequency Scatterplots
 Measures how many times the behavior occurs in a
specific amount of time

Duration Data Sheets
 Measures how long the behavior lasts
 Latency Data Sheet
 Measures how long it takes the student to respond to
a cue before engaging in the task respond
Behavior Assessment Scales for
Children-2 (BASC-2)
 Parent BASC-2
 Teacher BASC-2 (A minimum of 3 teachers
should complete each form.)
Use the same teachers for all forms.
 Student BASC-2, if applicable
 TRS-T score profile
Elements
 Content scales
Questions About Behavioral
Function (QABF)
 Parent (1 QABF form for each identified
behavior)
 Teacher (A minimum of 3 teachers should
complete each form.)
Use the same teachers for all forms.
One QABF needs to be completed for each
specific behavior addressed.
This form shows the function or motivator for
each individual behavior.
Completed Functional
Behavior Assessment Packet
Functional Behavior Assessment
 “Why does this student behave the way he/she
does?” Answer the following questions:
When is the behavior occurring most frequently?
Where is the behavior most likely to occur?
With whom is the behavior likely to occur?
What activities are most likely or least likely to cause the
behaviors to occur?
Are there situations when the behavior never occurs?
What happens before and immediately after the
behavior occurs?
What environmental stimulus is present?
Wrapping Up
 From beginning to end, in reviewing the FBA
data, this portion of the IEP meeting will last
approximately 30 minutes. Please plan
accordingly.
 Behavior Consultant and Resource
Consultant are available to assist.
 All in-service power points from this series
will be on the BCBE web site.
 The fourth part of the series of presentations
for behavior will be presented in Moodle as
well. Stay tuned!