1. MNU 7023 Session 3 Functional Behavior Assessments & Behavior Support Plans

2. Main Components  IDEA Rights and Requirements  Basic Concepts  Methods for Conducting a FBA (including the Behavior Support Plan)  Completing the Functional Behavioral Assessment – 6 Steps

3. FBA – Teams Should Pose the Following ?’s  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?

4. FBA Team ?’s If the answer is yes to any of those questions, then the team should proceed with a functional behavioral assessment.

5. IDEA 2004 IDEA 2004  If the LEA, the parent, and relevant members of the IEP Team make the determination that the conduct was a manifestation of the child’s disability, the IEP Team must either conduct a functional behavioral assessment, unless the LEA had conducted a functional behavioral assessment before the behavior that resulted in the change of placement occurred, and implement a behavioral intervention plan for the child or, if a behavioral intervention plan already has been developed, review the behavioral intervention plan, and modify it, as necessary, to address the behavior; and except as provided in 34 CFR 300.530(g), return the child to the placement from which the child was removed, unless the parent and the LEA agree to a change of placement as part of the modification of the behavioral intervention plan. [34 CFR 300.530(f)] [20 U.S.C. 1415(k)(1)(F)] http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CTopicalBrief%2C6%2C

6. IDEA Requirements Functional Behavioral Assessment (FBA) 1. The team should explore the need for strategies and support systems to address any behavior that may impede the learning of the child with the disability or the learning of his or her peers;

7. IDEA Requirements FBA 2. In response to disciplinary actions by school personnel, the IEP team should, within 10 days, meet to formulate a functional behavioral assessment plan to collect data for developing a behavior intervention plan. If a behavior intervention plan already exists, the team must review and revise it (as necessary), to ensure that it addresses the behavior upon which disciplinary action is predicated;

8. IDEA Requirements FBA 3. States shall address the needs of in-service and pre-service personnel (including professionals and paraprofessionals who provide special education, general education, related services, or early intervention services) as they relate to developing and implementing positive intervention strategies. strategies.

9. IEP Team Roles/Responsibilities The demand to collaborate with all relevant education personnel (IEP team and possibly others) to resolve behavior problems which may interfere with academic progress is expected.

10. Basic Concepts  An important goal of the FBA process is to gather information about why a problem behavior is occurring.  Functional behavior assessment (also called functional assessment) is used to gather information needed to create an environment that makes problem behavior unnecessary and to develop interventions that teach new skills that can replace problem behavior with socially appropriate responses.

11. Basic Concepts  Changes are occurring within the field of functional assessment based on ongoing research. For this reason, it is important not to assume that once you have learned how to implement a functional assessment that there is nothing left to learn.

12. Basic Concepts Functional Assessment requires a multi- methods assessment using a variety of sources. Functional Assessment requires a multi- methods assessment using a variety of sources. No single procedure (interview, etc) is acceptable. No single procedure (interview, etc) is acceptable. Need interviews, records review, and observations. Need interviews, records review, and observations.

13. Functions of Behavior The functions of behavior are not usually considered inappropriate. Rather, it is the behavior itself that is judged appropriate or inappropriate.

14. Functions of Behavior Functions of behavior have three roots for all possible behavior: 1. To get out of something (positive reinforcement) 2. To escape / avoid something (negative reinforcement) 3. To obtain a sensory need (touch, movement, smell..)

15. Functions of Behavior Discuss possible functions of behavior

16. Functions of Behavior Maurice, a 10 year old who finds multiplication of fractions difficult, becomes frustrated and throws tantrums when asked to complete worksheets requiring him to multiply fractions.

17. Functions of Behavior Juan, a 16 year old who reads at a second grade level, feels embarrassed to be seen with an elementary text and reacts by throwing his reading book across the room and using inappropriate language to inform the teacher that he does not intend to complete his homework.

18. 6 Steps Through the FBA 1. Identify the Problem 2. Collect Data using Multiple Assessments 3. Analyze the Data 4. Make Determinations & Hypotheses 5. Develop & Implement a Behavior Implement Plan 6. Evaluate Progress & Follow-up as Necessary

19. Step 1: Identifying the Problem  Pinpoint the behavior causing learning or discipline problems, and define that behavior in concrete terms that are easy to communicate and simple to measure and record Example 1 A. Identify and define the behavior in a broad sense “Marco uses inappropriate language at school.” “Marco uses inappropriate language at school.” B. Identify and define the behavior in specific terms “During outside play and/or free time with classmates, Marco uses inappropriate language.” “During outside play and/or free time with classmates, Marco uses inappropriate language.”

20. Step 1: Identifying the Problem Example 2  Identify in broad sense – “Trish is aggressive”. “Trish is aggressive”.  Specific Terms - “Trish hits other students during recess when she does not get her way.”

21. Step 1: Identifying the Problem Example 3  Identify in broad sense – “Carlos is disruptive.” “Carlos is disruptive.”  Specific Terms – “Carlos makes irrelevant and inappropriate comments during class discussion.” “Carlos makes irrelevant and inappropriate comments during class discussion.”

22. Step 2: Collect Data Using Multiple Assessments  Indirect Assessment This type of assessment relies heavily on interviews with teachers and other adults who have direct contact with the student. This type of assessment relies heavily on interviews with teachers and other adults who have direct contact with the student. Indirect assessments may also include interviews with the child. Indirect assessments may also include interviews with the child. It is very useful to compare the interviews of the adults who have direct contact with the child and the child him/herself, in order to gain perspective on those things that may be similar in nature. It is very useful to compare the interviews of the adults who have direct contact with the child and the child him/herself, in order to gain perspective on those things that may be similar in nature.

23. Indirect Assessment: Important Interview Questions In what settings do you observe the behavior? In what settings do you observe the behavior? Are there any settings where the behavior does not occur? Are there any settings where the behavior does not occur? Who is present when the behavior occurs? Who is present when the behavior occurs? What activities or interactions take place just prior to the behavior? What activities or interactions take place just prior to the behavior? What usually happens immediately after the behavior? What usually happens immediately after the behavior?

24. Indirect Assessment: Important Interview Questions for Students  What were you thinking just before you threw the textbook?  How did the assignment make you feel?  Can you tell me how Mr. Smith expects you to contribute to class lectures?  When you have a “temper tantrum” in class, what usually happens afterward?

25. Step 2: Collect Data Using Multiple Assessments Step 2: Collect Data Using Multiple Assessments  Direct Assessment A direct assessment consists of observing the problem behavior and describing the conditions that surround the behavior. A direct assessment consists of observing the problem behavior and describing the conditions that surround the behavior. Antecedent – what occurs right before the problem behavior occurs.Antecedent – what occurs right before the problem behavior occurs. Consequence – what occurs right after the behavior occurs.Consequence – what occurs right after the behavior occurs.

26. Step 2: Collect Data Using Multiple Assessments  A member of the IEP team may observe the behavior in the setting that it is likely to occur, and record data using an Antecedent-Behavior- Consequence (ABC) approach.

27. Step 2: Collect Data Using Multiple Assessments Example of A B C Data Collection Forms & Example of Scatter Plot Collection Forms, Example of Scatter Plot Collection Forms,& Example of Matrix Example of Matrix

28. Assessments ABCScatter plotMatrix

29. The Value of Assessment The utilization of direct and indirect assessments together and a collaborative of all persons who have contact with the student displaying the problem behavior(s) provides an essential tool for formulating Behavior Intervention Plans. Once the team is satisfied that enough data have been collected, the next step is to compare and analyze the information. This analysis will help the team to determine whether or not there are any patterns associated with the behavior

30. Step 3: Data Analysis Carefully consider and examine what you have learned about the behavior and its context.  Compare & Analyze  Identify Patterns  Revise Assessment Plan if Necessary

31. Step 4: Make Determinations & Establish Hypotheses  The hypothesis predicts the general conditions under which the behavior is most and least likely to occur (antecedents), as well as the probable consequences that serve to maintain it.  Make determinations about what to do next, using the information and looking at the antecedents and the consequences as well as the reaction to the consequences.  Establish Hypotheses regarding function of behavior

32. Step 4: Make Determinations & Establish Hypotheses  Test Hypotheses Example: Daryl calls out during instruction. A functional behavioral assessment might reveal the function of the behavior is to gain attention (e.g., verbal approval of classmates), avoid instruction (e.g., difficult assignment), seek excitement (i.e., external stimulation), or both to gain attention and avoid a low-interest subject. Example: Daryl calls out during instruction. A functional behavioral assessment might reveal the function of the behavior is to gain attention (e.g., verbal approval of classmates), avoid instruction (e.g., difficult assignment), seek excitement (i.e., external stimulation), or both to gain attention and avoid a low-interest subject.

33. Examples of Hypothesis Greg is the class clown and often will make jokes and be off task in a number of ways. It appears that if he has been working for a long period of time or has had little interaction with his peers or his supervisor, he is more likely to disrupt the workroom by making rude comments, inappropriate jokes, or leaving his work station. His coworkers can't help but react and laugh when he starts doing these things.

34. Examples of Hypothesis Here is a possible hypothesis for what is maintaining Greg's disruptive behavior: Setting Event: No peer interaction for past hour Antecedent: Independent work assignment Behaviors: Making jokes Out of seat/off task Consequence / Function: Gets peer attention Setting Event: No peer interaction for past hour Antecedent: Independent work assignment Behaviors: Making jokes Out of seat/off task Consequence / Function: Gets peer attention

35. Examples of Hypothesis Mei Lin doesn't always get up early enough to eat breakfast in the morning before going to school. She is slow to warm up to the classroom routine and unfortunately, math, her most difficult subject, is scheduled first thing in the morning. On days that she doesn't have time to eat breakfast and when her math worksheets are given to her, she knocks the materials off her desk, throws items at her paraprofessional, and attempts to kick and hit peers or educational staff. When this happens, her teacher will reschedule the math for after lunch when Mei Lin is usually calmer and more likely to complete her work. To help keep her calm, Mei Lin is usually allowed to work on an art project, which is one of her favorite activities.

36. Examples of Hypothesis  The following hypothesis statements may be derived by Mei Lin's team to describe the situation. Note that problem behavior may be controlled by either escape from the task or access to the preferred activity (art project):

37. Examples of Hypothesis for Mei Lin Setting Event: No breakfast Antecedent: Difficult math work Behaviors: Throws work materials, aggression Consequence / Function: Escape from a difficult task or Preferred Project “Art”

38. Hypothesis: Pair Discussion Kacy, an eight year old who reads Stephen King novels for recreation, finds her reading assignments boring and, therefore, shoves her book and workbook to the floor when the teacher comments on her lack of progress.

39. Hypothesis Setting Event: Antecedent: Behaviors: Consequence / Function:

40. Step 5: Make & Implement Behavior Support Plan  As a team, develop the Behavior Support Plan to address the behavior, using the information gathered and summarized in your Functional Behavior Assessment.  Implement Plan Manipulate the antecedents and/or consequences of the behavior Manipulate the antecedents and/or consequences of the behavior Teach more acceptable replacement behaviors that serve the same function as the inappropriate behavior Teach more acceptable replacement behaviors that serve the same function as the inappropriate behavior Implement changes in curriculum and instructional strategies Implement changes in curriculum and instructional strategies Modify the physical environment. Modify the physical environment.

41. Step 5: Make & Implement Behavior Support Plan  Behavior Support Plans must be monitored and data collected and recorded on a regular basis.  Decisions must be made by the team as to what is working and what is not working. For those strategies that are not working, the team must modify and/or change the plan to try something else. For those strategies that are not working, the team must modify and/or change the plan to try something else.

42. Behavior Support Plan Critical Features of a Written PBS Plan 1.Identifying information 2.Student's positive characteristics and team's vision statement 3.Operational definition(s) of problem behavior Operational definition(s)Operational definition(s) 4.Summary of the functional assessment results 5.Hypotheses regarding the function of behavior 6.Interventions Setting event interventions Setting event interventions Setting event Setting event Antecedent interventions Antecedent interventions Interventions for teaching new skills Interventions for teaching new skills Consequence interventions Consequence interventions Consequence

43. Behavior Support Plan Continued 7.Crisis prevention plan (if needed) 8.Description of evaluation measures 9.Summary of training needed 10.Information about resources needed to implement the plan 11.Sign off page for team members to indicate their acceptance and intention to carry out the BSP plan

44. Step 6: Evaluation Progress & Follow- up as Necessary  Evaluate the faithfulness with which the plan was implemented  Evaluate the changes in student behavior  Modify plan if needed  Continue plan if warranted and develop phase out program as appropriate

45. Legally Defensive  Like all other Assessments under federal law, (IDEIA, 2004): Functional Assessment requires a multi-methods assessment using a variety of sources. Functional Assessment requires a multi-methods assessment using a variety of sources. No single procedure (interview, etc) is acceptable. No single procedure (interview, etc) is acceptable. Need interviews, records review, and observations. Need interviews, records review, and observations.

46. Legally Defensive, if….  You have used multi-methods of assessment.  You have established a causal link of behavior to consequences to the greatest extent physically and ethically possible.  You have assembled a team of individuals to work on a problem.  You have followed well defined behavioral research in terms of teaching and reinforcing behaviors in a systematic fashion.  You have arranged for data collection and fidelity monitoring.

47. Sample Forms Distribute sample of FBA’s

48. 6 Steps of FBA 1. Identify the Problem 2. Collect Data using Multiple Assessments 3. Analyze the Data 4. Make Determinations & Hypotheses 5. Develop & Implement a Behavior Support Plan 6. Evaluate Progress & Follow-up as Necessary

49. Case Study  Using the six steps of FBA, please identify possible interventions for each step. Be as specific as possible. Jaron is failing three classes. He does not complete his homework and rarely participates in class discussions. Jaron is not outspoken, but he tends to get verbally aggressive when his teachers ask him about his work or when he is confronted by peers. Jaron’s mother reports that he is helpful at home and that he has always been a “quiet child.” Jaron is failing three classes. He does not complete his homework and rarely participates in class discussions. Jaron is not outspoken, but he tends to get verbally aggressive when his teachers ask him about his work or when he is confronted by peers. Jaron’s mother reports that he is helpful at home and that he has always been a “quiet child.”

50. Review/Conclusion Functional Behavior Assessment is a tool used to make decisions about why behaviors are occurring. It is necessary in order to change behavior to develop appropriate Behavior Support Plans and utilize those plans on a consistent basis over a reasonable amount of time.

51. Conclusion A FBA is best accomplished before a student’s behavior becomes so severe that formal disciplinary action is necessary.