FBA and PBSP
Hampton Township
School District
 Free Appropriate Public Education (FAPE)
 Role of the IEP Team
 Functional Behavior Assessments (FBA)
 Positive Behavior Support Plans (PBSP)
*Special
Factors
The IEP team shall, in the case of a child
whose behavior impedes his or her learning
or that of others, consider, where appropriate,
strategies, including positive behavioral
interventions, strategies, and supports that
address that behavior.
IDEA 300.346(2)(i)
 A new way of thinking about behavior
 Broadens intervention from only one
approach - reducing challenging behavior
to…..
 Encompasses multiple approaches:
changing systems, altering
environments, teaching skills, and
appreciating (actively acknowledging)
positive behavior
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
A team process for goal setting

Functional Behavioral Assessment

Behavior intervention plan design (PBSP),
implementation, and evaluation
This means that everyone is prepared to
interact with the child in the same way.
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In this section we will address the following
questions……
 What is an FBA?
 What are the requirements?
 When do we need to complete an FBA?
 What are the types of assessment?
 What does the FBA result in?
FBA is a process for gathering information
to understand the function (purpose) of
behavior in order to write an effective
positive behavior support plan.
Behavior support programs and plans must be based
on a functional assessment of behavior and
utilize positive behavior techniques
§14.133(a), §711.46(a)
 Does the student’s behavior impeded his/her learning






or learning of others?
Does the student’s behavior significantly differ from that of
his/her classmates?
Does the student’s behavior lessen the possibility of
successful learning for the student and others?
Have past efforts to address the student’s behavior using
standard interventions been unsuccessful?
Does the student’s behavior represent a behavioral deficit
or excess, rather than a cultural difference?
Is the student’s behavior serious, persistent, chronic, or a
threat to the safety of the student or others?
If the behavior persists, is some disciplinary action likely to
result?
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 Behavior is learned and serves a specific
purpose.
 To get
 To avoid
 Behavior is related to the context within
which it occurs
What is an FBA?
Problem
Behavior
Escape/
Avoid
Something
Obtain/Get
Something
Stimulation/
Sensory
Tangible/
Activity
Social
Adult
Peer
What are the levels of assessment?
FBA LEVELS
1.Informal
2. Indirect/
Simple
3. Complex
INFORMAL
Archival EASIER
Review
ProblemSIMPLE
Solving Meeting
RESPONSIVE
Checklist
INDIRECT
Functional Assessment
Interview
Initial Line of Inquiry
DIRECT
Brief Observation/Scatter Plot
NOT RESPONSIVE
COMPLICATED
A-B-C
data
HARDER
Structured, Direct Observation
FORMAL
Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web
5/13/08 http://www.pbis.org/files/1107gsbrieffba.ppt
11
What is an FBA?
All levels of FBA maintain the same goals:
 Define the target behavior.
 Identify the events/antecedent triggers that
reliably predict the occurrence or
nonoccurrence of the target behavior.
 Identify the consequences that maintain the
behavior.
 Identify setting events that increase the
likelihood of the occurrence of the targeted
behavior
IEP teams determine that the
student’s behavior impedes
his/her learning or that of others
Start
Conduct Functional
Assessment
Develop Positive
Behavior Support
Plan
YES
High
Confidence in
Hypothesis
NO
Satisfactory Improvement
NO
Conduct Full Functional
Assessment
YES
Monitor & Modify
PBSP Regularly
Develop Positive
Behavior Support
Plan
Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/08 http://www.pbis.org/files/1107gsbrieffba.ppt
13
1. Identify and agree on the behavior(s) that most
need to change.
2. Determine where the behaviors occur and
where they do not. Identify what may contribute
to the behaviors. The team will ask some
questions.
3. Collect data on the child’s performance from as
many sources as possible.
4. Develop a hypothesis about why problem
behaviors occur (the function of the behaviors).
5. Identify other behaviors that can be taught
that will serve the same function for the child.
6. Address Antecedents and Consequences. The
team develops and uses positive behavioral
interventions that are written into the child’s IEP
and/or positive behavior support plan.
7. Evaluate the success of the interventions.
8. Change or fine-tune the plan as needed.
Define target behavior
Collect data
1.
2.
•
•
3.
4.
5.
Indirect measures
Direct measures
Formulate hypothesis (validate)
Develop intervention plan (PBSP)
Implement the plan, monitor and adjust
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Will the FBA focus on the educational and
behavioral needs of a specific child?
• If so, then the FBA qualifies as an evaluation or reevaluation
under IDEA and triggers the need to seek written parental
consent.
• If, the district uses an FBA as a widespread intervention tool to
improve the behavior of all students in its schools, the FBA is
not an evaluation and parental consent is not necessary.
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Define target behavior
Collect data
1.
2.
•
•
3.
4.
5.
Indirect measures
Direct measures
Formulate hypothesis (validate)
Develop intervention plan (PBSP)
Implement the plan, monitor and adjust
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Define target behavior
Collect data
1.
2.
•
•
3.
4.
5.
Indirect measures
Direct measures
Formulate hypothesis (validate)
Develop intervention plan (PBSP)
Implement the plan, monitor and adjust
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• Initial Evaluation
• Reevaluation
– if the purpose of data collection is specific to an individual
student’s educational and behavioral needs
– if additional data is necessary to determine nature +
extent of special education and related services needed to
develop or modify behavior interventions and PBS in
student’s IEP
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• Reviewing existing data
• Administering a test or other evaluation that is
administered to all children, unless parent consent
is required for all children
• Review of behavior interventions in school as a
whole
• Screening to determine instructional strategies for
curriculum implementation
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Define target behavior
Collect data
1.
2.
•
•
3.
4.
5.
Indirect measures
Direct measures
Formulate hypothesis (validate)
Develop intervention plan (PBSP)
Implement the plan, monitor and adjust
22
What does the FBA result in?
 Problem behaviors are irrelevant
 Aversive events are removed
 Access to reinforcers are readily available
 Problem behaviors are inefficient
 Appropriate behavioral alternatives are taught
 Appropriate behavioral alternatives are known and used
 Problem behaviors are ineffective
 Problem behaviors are not reinforced
 Desired behavior ARE reinforced
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 Short term solution
 Manipulate Antecedents
 Manipulate Consequences
 Teach Socially Acceptable Functionally Equivalent
Behavior
 Long term solution
 To remediate skill deficits so that the problem
behavior is unnecessary
 To design consequences to maintain the new desired
behaviors
4. Develop intervention plan (PBSP)





Design Antecedent strategies
Design Consequence strategies
Select and teach replacement behaviors
Implement the plan
Monitor and adjust program
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Antecedents to the
behavior of concern
Behavior of
concern
Consequences
maintaining the
behavior of concern
When___(antecedents to the behavior of concern)______________
the student___(behavior of concern)_________________________
to___(perceived function of the behavior of concern)____________
Perceived
function of the
behavior of
concern
V. GOALS AND OBJECTIVES – Include, as appropriate, academic and functional goals. Use as many copies of this page as
needed to plan appropriately. Specially designed instruction may be listed with each goal/objective or listed in Section VI.
Short term learning outcomes are required for students who are gifted. The short term learning outcomes related to the
student’s gifted program may be listed under Goals or Short Term Objectives.
MEASURABLE ANNUAL GOAL
Include: Condition, Name,
Behavior, and Criteria
(Refer to Annotated IEP for
description of these
components)
Describe HOW
the
student’s
progress
toward
meeting
this goal
will be
measure
d
Describe WHEN
periodic
reports on
progress
will be
provided
to parents
Report of Progress
SHORT TERM OBJECTIVES – Required for students with disabilities who take alternate assessments aligned to alternate
achievement standards (PASA).
Short term objectives / Benchmarks
VI. PROGRAM MODIFICATIONS AND SPECIALLY DESIGNED INSTRUCTION FOR THE POSITIVE BEHAVIOR SUPPORT PLAN:
A
B
Antecedent (prevention) Strategies
Replacement Behavior
hC Consequences (reinforcement) for when the student performs the replacement behavior:
iC Consequences (including procedures to follow) when the student performs the behavior of concern:
– Measurable Annual Goal
– Reasonable expectations within 12 month period
– Must contain
• Condition – situation, setting, or given material
• Name – of the student
• Behavior – the action the student will be expected to
perform
• Criteria – how we know the student has mastered the skill
 Measurable Annual Goal
 Must be a direct relationship between the FBA Results
and the Annual Goal
 Progress Monitoring of the Goal
 How?
 When?
 Short Term Objectives
 Example
 During whole class and small group instruction and
discussion, Chad will participate and decrease off-topic
comments and discussions to no more than three offtopic comments and discussions per week over three
consecutive weeks. Current baseline is average of
twenty-one off-topic comments and discussions per
week.
• Manipulate the
Antecedents
• Teach an alternative
Behavior
• Manipulate the
Consequences
REMEDIATE THE SKILL DEFICITS
 Desired Behaviors – the
behavior that you want
the student to perform
 Long-term
 May or May Not Serve
the Same Function
 Replacement Behaviors –
the behavior you will teach
the student to perform that
serves the same function as
the problem behavior
 Short Term
 Plan for fading
Components
Replacement Behavior
(teaching and maintaining)
• Identify functionally equivalent replacement
behavior.
Consider…
• Is the replacement behavior effective and efficient for
the student to use?
• The Response Effort: how difficult is it for the person
to perform the behavior? (physically and/or
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cognitively)
To Get/ Attention
Escape
 Request a Work Check
 Rejecting “No thank you”
 Request Assistance-help
 Request a break from
and attention
 Request Companionship
 Request Attention from
staff, from peers
activity, person
 Request an alternate
activity
 Ask to work somewhere
else
• The FUNCTIONALLY EQUIVALENT and SOCIALLY
ACCEPTABLE behavior that replaces the problem
behavior
• Must know the FUNCTION of problem behavior
REPLACEMENT BEHAVIOR
behavior
CURSING AT STAFF
function
ESCAPE TASKS
REPLACEMENT BEHAVIOR
behavior
CURSING AT STAFF
function
ESCAPE TASKS
REQUEST ALTERNATIVE
TASK
REPLACEMENT BEHAVIOR
CURSING
ESCAPE TASK
REQUEST
ALTERNATIVE TASK
CURSING
ESCAPE TASK
!?!?
 Must TEACH Replacement Behavior
 Must REINFORCE Replacement Behavior with
SAME (or stronger) reinforcement as challenging
behavior
 Manipulate the
Antecedents
 Teach an alternative
Behavior
 Manipulate the
Consequences
REMEDIATE THE SKILL DEFICITS
Components
Antecedent (prevention) strategies
• Remove/reduce identified antecedents to the behavior
of concern
• Make the behavior unnecessary in specific situations
•Assist with the performance of the replacement
behavior (cues and prompts)
•Long term strategies to remediate skill deficits
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 Setting Event
Modifications – identify
any changes that could
make these events less
likely or less influential.
 Antecedent
Modifications – Identify
changes that can be
made in immediate
antecedents to make
problem behavior
irrelevant.
 Consider the following
 Daily schedule
 Level of prompting/assistance
 Curriculum or features of task
 Groupings of students
 Daily Schedule
 Is it readable?
 Is it known?
 How many tasks before a break?
 Is it adhered to?
 Is it predictable?
 How much choice do students have in
creating/modifying the schedule?
Level of Prompting/Assistance
 Prime, Prompt, Fade,
Reinforce
 Select the skill you will
teach
 Determine the type of
prompt that will be
needed to make the
learner successful
 Determine how the
prompt will be faded
To teach:
 Tell or show the learner
exactly what you want
him to do or say
(Prime)
 Immediately prompt the
learner
 Reinforce the learner
 Repeat and attempt to
fade the prompt
Components
Consequence Strategies
Reinforcement for performance of
the replacement behavior that achieves
the same function as the behavior of
concern (get or escape).
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 Anything that increases a behavior
 Affects you like gravity – whether you are aware of it or
not.
 Different for individuals
 Consumables
 Manipulative
 Activities
 Social
 Physical
 Personal
Sundberg, 2009
 Positive Reinforcement
 The delivery of
something that
increases a behavior
 Negative Reinforcement
 The removal of
something that
increases a behavior
 Edible
 Alarm clock
 Attention
 Telephone
 Money
 Requesting a break
REINFORCEMENT must be related the
FUNCTION of the Behavior
1. Timing – deliver reinforcers as soon as possible after
the behavior
2. Quantity/Quality – reinforcers must be important
enough to cause an increase in behavior
3. Contingency – must be a connection between the
behavior and reinforcer
4. Deprivation/Satiation – do not overuse reinforcer
Consequence Strategies
The withholding of reinforcement for the
behavior of concern. This ensures that the
behavior of concern is less effective and efficient
than the replacement behavior.
**This is the section that includes the crisis plan
(a plan to outline the steps taken to avoid a crisis as
well as the plan for when a crisis occurs)
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“Gain Something”
“Escape Something”
Function
Function
 Withhold access to the
 Prevent or don’t allow for
item, attention, etc. that
the removal of the
the student is attempting
stimulus when the
to gain access to when he
student performs the
or she performs the
problem behavior
problem behavior
First response should ALWAYS
be to PROMPT the STUDENT
to PERFORM the
REPLACEMENT BEHAVIOR!
 Token economy
 Response Cost
 Point systems
 Time out from Rf
 Level systems
 Planned ignoring
 Behavior contracts
 Extinction
 Differential
 “Broken Record”
Reinforcement
 Personal Best Records
 http://www.pattan.net
 http://cecp.air.org/fba/default.asp
 http://www.aboutourkids.org/files/articles/nov_dec_2.pdf
 http://www.wrightslaw.com/info/discipl.fba.jordan.pdf