Functional Behavior Assessment Powerpoint Presentation

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Functional Behavior

Assessments:

Rationale, Tools, and

Expectations

Overview of Presentation

The why and when of conducting a functional behavior assessment

Tools and process

Written summaries of FBA

Connection with Proactive Behavior

Intervention Planning

Minnesota Definition of a

Functional Behavior Assessment

"Functional behavioral assessment" or "FBA" means a process for gathering information to maximize the efficiency of behavioral supports.

(MN Rule 3525.0210 sup. 22)

Why Functional Behavioral

Assessments are Beneficial

Majority of student behavior is purposeful

Behavior (appropriate and inappropriate) relates to the context(s) in which it occurs

Past-to-present events influence behavior

FBAs provide a predictive function

Advantages of utilizing FBA’s

Improves understanding of the causes of behavior

Facilitates hypothesis-driven interventions

Emphasizes skill building rather than punishment

Increases chance of positive student outcomes

When is an FBA Required?

The emotional and behavioral disorders disability criterion currently requires that an FBA be conducted as part of the determination process

(Minnesota Rule 3525.1329).

When is an FBA Required?

An FBA is required before a student’s IEP team makes a determination that conditional procedures should be in a student’s comprehensive behavior intervention plan

(Minnesota Rule 3525.2710

Subp. 4F).

FBA Requirements Related to

Suspensions

Student removed for 1 school day or less (but not suspended)

Student suspended for less than 5 consecutive school days

Student suspended for 5 to 10 consecutive school days

Student removed for 10 cumulative school days in a school year or less

Student removed for 11 cumulative school days in a school year or more

Student placed on in-school suspension

Parent requests a manifestation determination following any removal for disciplinary reasons

Student suspended from the bus

IEP Team

Meeting

Required

No*

No*

Yes

No

Yes

No**

Yes

Depends***

Manifestation

Determination

Required

No*

No*

Yes

No

Yes

No**

Yes

Depends***

Functional Behavioral

Assessment Plan

Required

No*

No*

No*

No

Yes

No**

No*

Depends***

Pattern of Removal Requirement

When a pattern of removal has the effect of a change in placement for a student, a functional behavior assessment needs to be conducted

Other Instances for

Conducting an FBA

When a team is considering a more restrictive placement due to behavioral concerns

When emergency intervention used 2x in a month, team meeting to determine if additional evaluation needed and IEP amendment (MN Rule 3525.2900)

As outlined in the Behavior Intervention

Plan

Current Data Collection Tool

Student:

Strengths

Hypothesis:

Ideas:

Age:

Slow Triggers

(setting, events)

Functional Behavioral Assessment

School: Date: Completed by

:

Fast Triggers

(antecedents)

Problem

Behaviors

Perceived Function

Barriers to Ideas: Desired Behaviors

:

Actual

Consequence

An FBA includes:

Description of problem behaviors:

Challenging behaviors defined in observable and measurable terms (i.e., one can see and count the behavior)

When the behavior is most likely to

occur: Identification of events, times, and situations that predict the occurrence of the behavior

When the behavior is least likely to

occur: Identification of events, times, and situations that predict the nonoccurrence of the behavior

An FBA includes (Cont.):

Identifies the Antecedents, Consequences,

and Reinforcers that maintain the behavior

Hypothesis statement: Possible functions of the behavior

Replacement behaviors: Possible positive alternative behaviors

Assessment tools: Includes a variety of data collection methods and sources that facilitate the development of hypotheses and summary statements regarding behavioral patterns

Data Collection Tools

Interviews

Parent and staff interviews

Conducted individually or through team process

Examples on website

Student interview

Frustration and stress survey

Examples on website

Team Interview Framework

Narrative Option

Visual Overview Option

Student:

Strengths

Age:

Slow Triggers

(setting, events)

When behavior most likely to occur:

Functional Behavioral Assessment

School: Date: Completed by

:

Fast Triggers

(antecedents)

Problem

Behaviors

(observable and measureable)

Perceived Function

When Behavior least likely to occur:

Replacement Behaviors:

Actual

Consequence

ABC’s of Behavior:

FBA Terminology

Antecedents

A

Behavior

B

Consequences

(Outcome/Function)

C

Reinforcement

Punishment

Setting

Events or

Slow

Triggers

Immediate or

Fast

Triggers

Environmental factors that influence behavior, not immediate

Occur immediately before a behavior

Problem

Behavior

Goal:

Decrease

Appropriate

Behavior

Access

Power/control

Goal:

Attention

Acquire skill &

Increase

Acceptance

Affiliation

Gratification

Avoid/Escape

Tasks

Consequences

Individuals

Stress/anxiety

Activities

Justice/revenge

Symptoms

Protection

Etc.

Etc.

Data Collection Tools (Cont.)

Direct Observations of Student

Purpose:

Opportunity to objectively support (or deny) a

 relation between behavior and environmental events provides pre-intervention information useful for determining the significance of the problem

 behavior and the effects of environmental, curricular, and replacement behavior manipulations.

Provide basis for hypotheses statements that will guide behavior support plan development.

File Review: Carefully review information for patterns and necessary information

Additional: Surveys and Checklists

FBA Process and Expectations

Team approach important

Lead needed to coordinate assessment and information gathered

Data collection requires communication and collaboration among team members who collects what information can vary

Written product contains required information

Written Expectations for FBA’s

Supplementary FBA’s

Notice of evaluation plan completed

Use supplementary evaluation report form in Campus

Integrated in a comprehensive evaluation

FBA’s Connection with Behavior

Intervention Plans

The data that is gathered through a Functional

Behavior Assessment forms the basis to develop

Behavior Intervention Plans

The objective of any behavioral intervention must be the following:

- pupils acquire appropriate behaviors and skills

- skill acquisition focus rather than merely behavior reduction or elimination

- designed to allow a student to benefit from an appropriate, individualized educational program

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