Understanding Challenging Behavior
Session 2
Amy Leishear, Elementary Behavior Specialist
aleishear@aacps.org
Terri Bednarik, Elementary Low Incidence Specialist
tbednarik@aacps.org
Aimee Meyer, Elementary Behavior Specialist
aameyer@aacps.org
AACPS
Division of Special Education
Para-educator Training Videos
Pre Assessment
Name:
School:
Date:
1. True or False; The principal completes the Functional Behavioral
Assessment and then gives it to the team?
2. What do you think are the reasons why student’s act out?
3. True or False; The best way to describe a child’s behavior is to
be specific?
4. Why should you identify what happened before the child started
the behavior?
5. Why should we teach the child a new skill to replace the
behavior if it is working for them?
The Big Picture
1.
Understand functions of behavior and the purpose of FBAs
and BIPs
2.
Identify steps to conduct an accurate FBA and develop an
effective BIP
A Quick Look at the FBA Process
Assumptions of Functional Behavior
Assessments
• The purpose of intervention is to improve quality of life.
(How are problem behaviors barriers to life goals?)
 Behavior is contextual/ serves a purpose
 The focus of intervention is changing the context
 FBA is a team-based approach/ process
 Interventions must have a contextual fit
Identifying
Functions of Behavior
To Get/
Obtain
Functions of
Behavior
To Escape/
Avoid
Attention
Objects or
Activities
Sensory Input/
Stimulation
Why do a Functional Behavior
Assessment?
 Encourages non-aversive procedures
 Incorporates multiple data sources
 Data driven tool for designing and monitoring
effective Behavior Intervention Plans
 Team approach encourages “buy-in”
 It’s the law!!!
Purpose of Functional Behavior
Assessments
 Identify relationships between patterns of behavior and
environmental events
 Gather accurate data that will support the effectiveness of the
behavior Intervention Plan (diagnostic/ prescriptive)
 Identify appropriate replacement behaviors that will serve the
desired function
FBA/BIP Steps Overview
1. Define the Interfering Behavior
2. Collect Baseline Data & Identify
3.
4.
5.
6.
Antecedents/Consequences
Develop a Hypothesis or Summary Statement
Develop a BIP, including Reinforcement Schedules, Prevention
Strategies & Response Strategies
Implement BIP
Modify Program as Needed
Step 1
Define the interfering behavior
 Use language that is specific,
understandable, and objective.
 Based on the definition, the behavior can be
easily observed.
Guidelines For Identifying Problem
Behaviors
 Be Specific
 Be Concise
 Be Detailed
 Be Objective
Problem behaviors must be measurable
and observable.
Defining Target Behaviors
Non-examples
Examples
Poor impulse control
Angry, hostile
Paying attention
Bad attitude
High-pitched scream
Kicking over chairs
Complete tasks
“Whatever!”
Kenny
 Kenny is in 2nd grade. He has tremendous difficulty working
independently on any type of written academic task. He is not
organized and often is unsure of how to respond to his work,
loses his belongings-folders, pencils, and papers. He will often
cry or pout when he is not able to find his school supplies.
When his teacher requests that he work on tasks at his desk
such as writing he will begin to cry, bang his head and throw
himself on the floor. He will do this behavior 6 to 8 times per
day. The behavior incident lasts for a few minutes to up to 20
minutes before he will get calmed down. When he is
approached by the teacher, he is not able to talk to her about
what is wrong with him.
Step 2
Collect Baseline Data
 Review definitions of target/challenging
behaviors and data collection tools with
everyone working with the student
 Data should be collected across settings, people
and activities
Step 3
Develop a hypothesis or summary
statement
 Specify triggers (antecedents) and conditions or setting events
 Specify the hypothesized function of the interfering behaviors
Example:
Sample: Hypothesis
 When (trigger/antecedent conditions), the student
is likely to _(problem behavior) in order to
(function). This is more likely to occur when
_(influencing conditions or setting events).
 Example: When it is time for Math, John throws his
books in order to get out class. This is most likely to
occur when he comes to class late.
Identifying
Functions of Behavior
To Get/
Obtain
Functions of
Behavior
To Escape/
Avoid
Attention
Objects or
Activities
Sensory Input/
Stimulation
•How do we determine the function of the behavior?
Motivation Assessment Scale
When the Function is Identified….
 Identifying the goal or expected outcome for the
student should be stated in positive terms.
For example….. Janie will complete 50% of
her classroom work daily, John will follow
directions with less than 2 prompts, Jack will
keep his hands to himself 100% of the time

FBA’s lead to Interventions
 Intersperse preferred activities with more challenging ones.
 Teach Kenny some organizational skills. Provide him with a lot of




support in the beginning but then fade supports while continuing to
reinforce independent behavior.
Teach Kenny to ask for a break and give him space in the class to
take one.
Consider a gradual demand increase.
Provide reinforcement for attempting non-preferred work tasks
and for asking for and using breaks appropriately.
Integrate technology as a strategy to develop independence.
AACPS
Division of Special Education
Para-educator Training Videos
Post Assessment
 Identify a student who you work with that displays
challenging behavior
 Identify one or two of their challenging behaviors and answer
the following:
•
•
•
•
•
•
What does the behavior look like?
How often does it occur?
How severe or intense is the behavior?
What skills appear to be lacking?
What do you believe the function of the behavior is and why?
What interventions might you try and why?