Presentation on theme: "Functional Assessment & Behavior Support Plans"— Presentation transcript:
1Functional Assessment & Behavior Support Plans For Charter SchoolsMarch 2011Presented by: Cindy MyersComprehensive Behavior Specialist
2Behavior Serves a Purpose Get/ObtainAttentionTangibleActivitySensoryAvoid/EscapeSensory, pain, discomfort
3To determine what purpose or function the behavior serves for an individual, you must conduct a functional assessment!
4Functional Assessment is a Process Determine characteristics of theIndividualEnvironmentthat exert an influence on the appearance of behavior
5Characteristics of the Individual: PhysicalHealth related difficulties that affect sleep, mood, general well-being, affect/emotionLearningExecutive function, memory, language-communication, auditory or visual, individual vs group instruction, strategies, processing, math-reading-writingSelf-regulation“constitutional” factors, tolerance to stimuli, executive function, frustration tolerance, delay of gratification, organization, attention, concentration, self-soothingSocial-emotionalResponse to authority, coop with peers, interests, friendships, support network, problem solving, introvert/extrovert
6Characteristics of the Environment StructurePhysical layout, temporal organization, stimulation, transitions, predictabilityInstructionPlanning, organization, support, style, group sizeExpectations for BehaviorSchool & classroom expectations, taught, precorrection, praise, systematic reinforcement, feedbackTeacher & Relationship factorsPreparation, skill, personal attributes, style, flexibility
7To repeat: Functional Assessment is a process to gather information about factors related to the student and the environmentthat influence behaviorTo determine what purpose the behavior serves for the individual
83 different methods of FA Interviews, checklists, & questionnairesDirect ObservationFunctional Analysis Manipulations
9Functional Analysis Manipulations Mini experimentsNot recommended in school settings
10Interviews, Checklists, Questionnaires A variety of instruments, tools, forms for collecting informationCommon tools include:File reviewFAI, Student Directed FAIMASFASTDistrict specific formsOne of these alone does not constitute a FA!
12Information to Consider: Communication StyleSocial Support NetworkStudent Learning Style compared to Teacher Style (Environmental Fit)History of the Behavior & Previous InterventionsImpact or Seriousness of Behavior
13Now What? Analyze the information Are there setting events consistently associated with the behavior?Are there antecedents or triggers consistently associated with the behavior?What consequences maintain the behavior?What function does it serve?Keep a “paper trail” of the process!
14The culmination of the information gathering process is to end up with a hypothesis about the function of the behavior!
15Develop a Hypothesis Setting events Antecedent/triggers Behavior Function
16Collect Direct Observation Data Direct Observation data eitherProvides evidence to support your hypothesisProvides evidence that you may want to revise your hypothesis
17Direct Observation Data Best choicesFAO by Dr. Rob O’NeillStructured A-B-C form (modified from Brian Iwata)
21Based on Your Hypothesis, Choose an Alternative Replacement Behavior This behavior MUST serve the same function as the problem behavior!!Use “The Competing Behavior Diagram” model to visually describe the results of your Functional Assessment
22Competing Behavior Diagram Problem Behavior Maintaining Consequences DesiredAlternativeTypicalConsequenceCompeting BehaviorDiagramSetting EventsTriggeringAntecedentsProblemBehaviorMaintainingConsequencesAcceptableAlternative4/5/2017
24Intervention PlansAn intervention plan should address each area of the Competing Behavior DiagramSetting Event strategiesPredictor/trigger/antecedent strategiesTeaching strategies to teach replacement behaviorConsequential strategiesHow not to reinforce problem behaviorHow to reinforce replacement behaviorsAn intervention plan is not a single strategy, but a cluster of strategies
25Setting Event Strategies Strategies to “mitigate” or address those things which “set the student up” for problem behaviorsUsually involve structural changesAlter the physical settingEnrich the environmentImprove the activities or curriculumPredictability and choice options
26Trigger or Predictor Strategies Triggers are those things that “set the student off”Identify strategies to eliminate or mitigate the triggerAntecedent StrategiesSee handout
27Teach Strategies Strategies to teach alternative replacement behaviors Social skillsCommunication strategiesAcademic skills & strategiesCompensatory strategiesEmotional regulation strategiesSee handout
28Consequential Strategies What will you do when the problem behavior occurs?What reinforcers will be used (including schedules of reinforcement) to increase the use of the replacement behaviorSee handout
29Develop a Data Collection System How will the intervention be monitored?
30Train those who will implement Do all staff members know what to do and how to do it?Do all staff members know how to collect the data?Do all staff members know what to do when the problem behavior occurs?
31Review DataSchedule a time to review the data to see if the intervention is workingAbout 2 weeksDecide next stepsContinue with planRevise plan
32FBA & BIP Functional Assessment is a process Looks at relationships between physiological & environmental factors & problem behaviorEnds with a hypothesisBIP must be directly related to FA resultsBIP must address “prevention” or antecedent strategies, teaching replacement behaviors, and reinforcing replacement behaviorsBIP does not outline what the student must do, but what the staff does!