FBA Webinar - University of Louisville

advertisement

Simplified FBA:

Considering Function in Everyday

Classroom Settings

Terrance M. Scott, Ph.D.

ABRI

University of Louisville t.scott@louisville.edu

©Scott, 2011

Assessing predictable relationships between the environment and behavior

 Involves gathering information from all those who know student

 Predict when/where behavior problems will occur

 Determine why problems occur

 The purpose is to get the information necessary to create a successful plan

©Scott, 2011

Why Do People Behave?

Modeling? Accident?

Instinct?

Condition??

Why Do People Continue Behaving?

IT WORKS!

©Scott, 2011

Functions

• Legitimate Functions

– Get something (attention, tangible, event, etc)

– Avoid something (attention, event, person, etc)

– Self-stimulation (hair twirling, rocking, etc)

• Non-Legitimate functions

– Power (not specific - all behavior is for power)

– Control (not specific - all behavior is for control)

– Didn’t take meds (antecedent - not a function)

– Crazy parents (not a function)

©Scott, 2011

©Scott, 2011

Simplified FBA

1. Identify a behavior of concern

– Define in a way that is observable

2. Identify predictors in the environment

– Things that happen before and after

3. Identify a function

– Why does that happen?

4. Teach a replacement behavior

– What is appropriate way to get same function?

5. Change the environment to prevent

– What could make the problem not happen?

– What consequences are functional?

©Scott, 2011

Functional Behavior Pathways

Setting

Condition

Antecedent

Trigger

Problem

Behavior

Replacement

Behavior

Access or

Avoid = reinforce

©Scott, 2011

Eric yawns loudly when the teacher is working with another student and the teacher comes to him and answers a question

©Scott, 2011

Eric taps his pencil loudly against his paper while teacher is working with another student and the teacher comes to him and provides assistance on math

©Scott, 2011

Eric drums on his desk while the teacher works at the board and the teacher looks at him and excuses him to the restroom

©Scott, 2011

STEP 1

DEFINE THE PROBLEM

Be so clear in your definition that when you ’re done anyone could act out the problem and it would look/sound just like it does in reality

©Scott, 2011

STEP 2

IDENTIFY PREDICTORS

Let ’s bet – when do you think Eric will make noises? Also, what do you think will likely happen when he does? On what environmental events would you put your money?

©Scott, 2011

Functional Behavior Pathways

ERIC

Disruptive

Noises

In an academic setting

No direct teacher attention

Teacher provides attention

Replacement

Behavior

©Scott, 2011

STEP 3

IDENTIFY FUNCTION

What ’s the purpose of this behavior?

Why would the student want to do it? What is in it for him?

©Scott, 2011

Functional Behavior Pathways

ERIC

Disruptive

Noises

In an academic setting

No direct teacher attention

Teacher provides attention

Replacement

Behavior

The function of the behavior is to gain teacher attention

©Scott, 2011

STEP4

TEACH A REPLACEMENT

BEHAVIOR

What behavior would get the same function for the student and be appropriate for environment?

©Scott, 2011

Functional Behavior Pathways

ERIC

Disruptive

Noises

In an academic setting

No direct teacher attention

Raise Hand and wait quietly

Teacher provides attention

©Scott, 2011

Effective Instructional Strategies

Modeling

• Show and tell students what it is that is expected under specific circumstances. Do not assume that they know and can.

Opportunities to Respond (OTR)

• Asking questions

- Group (choral) or individual responses (evidence says mixed)

• Requests for student behavior

Prompts and Cues

Verbal and Gestural

- Precorrection

STEP 5

CHANGE THE

ENVIRONMENT TO

PREDICT SUCCESS

What can be done before the behavior occurs and what should be done after positive and negative behaviors?

©Scott, 2011

Developing a plan for creating an instructional environment that predicts positive behavior in place of problems

 Teach replacement behaviors

 Create environments that predict success

 Facilitate success

 Provide functional consequences for positive & negative behaviors

 Monitor effectiveness of plan

©Scott, 2011

Functional Behavior Pathways

Routines

Functional

Consequence

Curriculum

Engagement

Disruptive noises

Time

Academic work setting

Expectations

No direct teacher attention

Physical

Arrangement

Raise hand and wait quietly

Teacher provides attention

Examples

Prompts Functional

Consequence

©Scott, 2011

Effective Reinforcement

• Use the least amount necessary

• Approximate and/or pair with natural reinforcers

• Make part of routine and systems

Eric: hand raising

• Pre-plan and teach consequences

©Scott, 2011

Effective Punishment

• Use the least amount necessary

• Pre-plan and teach

• Use only with reinforcement for replacement behavior

Chris:

• Should defeat function of problem behavior

Punishment

©Scott, 2011

Escape Function Student Example

Curriculum

Routines

Engagement

Time

In an academic classroom

Expectations

Any request to work on academics

Physical

Arrangement

Examples

Prompts

Rude, defiant, refuses, ignores

Complete work to earn free time

Functional

Consequence

Escape academic work in class

Functional

Consequence

©Scott, 2011

Doctoral Program In Behavior Disorders

Terry Scott

Professor and Distinguished University Scholar

College of Education and Human Development

University of Louisville

Louisville, KY 40292 t.scott@louisville.edu

(502) 852-0576 ©Scott, 2011

Download