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Functional Behavior Assessment Day 2 Intermediate Unit 1 Presenter: Kristen N. Salamone Intermediate Unit 1 Presenter: Kristen N. Salamone.

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Presentation on theme: "Functional Behavior Assessment Day 2 Intermediate Unit 1 Presenter: Kristen N. Salamone Intermediate Unit 1 Presenter: Kristen N. Salamone."— Presentation transcript:

1 Functional Behavior Assessment Day 2 Intermediate Unit 1 Presenter: Kristen N. Salamone Intermediate Unit 1 Presenter: Kristen N. Salamone

2 Session Objectives Participants will: Analyze and Summarize results of FBA direct observation data and interview information Identify the essential components of effective Positive Behavior Support Plans (PBSP) Develop a specific PBSP for the behavior of concern Develop a plan implementation and monitoring the PBSP Participants will: Analyze and Summarize results of FBA direct observation data and interview information Identify the essential components of effective Positive Behavior Support Plans (PBSP) Develop a specific PBSP for the behavior of concern Develop a plan implementation and monitoring the PBSP

3 Agenda Data Based Decision Making Graph/Analyze Data FBA Summary Break Report Findings Lunch PBSP Break Plan to Implement and Monitor PBSP Data Based Decision Making Graph/Analyze Data FBA Summary Break Report Findings Lunch PBSP Break Plan to Implement and Monitor PBSP

4 Ground Rules Talk about behaviors, not judgments Keep confidential (identifying) information out of discussions Respect your districts and your colleagues districts Recognize that working with difficult behavior is hard and it is OK to ask for help Focus on future successes, not past failures Understand that behavior change requires systematic instruction and is gradual in improvement Talk about behaviors, not judgments Keep confidential (identifying) information out of discussions Respect your districts and your colleagues districts Recognize that working with difficult behavior is hard and it is OK to ask for help Focus on future successes, not past failures Understand that behavior change requires systematic instruction and is gradual in improvement

5 FBA: Conducting the FBA: Step 1: Informant Interviewing Step 2: Direct Observation with Data Collection Step 3: Analysis of Information/Formulate Hypothesis

6 Overview of Team Process for FBA --> PBSP Conducting the FBA: Step 1: Informant Interviewing Step 2: Direct Observation with Data Collection Step 3: Analysis of Information/Formulate Hypothesis Develop a Hypothesis or Summary Statement Design a PBSP based on hypothesis or summary statement Implement the PBSP Monitor Progress and Evaluate Outcomes

7 Data Based Decision Making What is it? How can the Team use it? How do you decide what to measure? Which measurement strategy should I use? How do I summarize the data to evaluate new strategies and interventions? What is it? How can the Team use it? How do you decide what to measure? Which measurement strategy should I use? How do I summarize the data to evaluate new strategies and interventions?

8 The Team Process Why is it important? Who should be on the team? What are the critical features of an effective team? Why is it important to collect meeting minutes? Why is it important? Who should be on the team? What are the critical features of an effective team? Why is it important to collect meeting minutes?

9 Critical Features of an Effective Team Vision Statement Ground Rules Team Roles Agendas and Meeting Minutes Data-Based Decision Making Vision Statement Ground Rules Team Roles Agendas and Meeting Minutes Data-Based Decision Making

10 FBA Step 3: Analyze Information Data Collected –Graphic form –Summarized Analyze Data –Develop hypothesis regarding function the behavior is serving Data Collected –Graphic form –Summarized Analyze Data –Develop hypothesis regarding function the behavior is serving

11 History of Interventions for Current Behavior of Concern Antecedent (prevention) Strategies: Consequence Strategies:

12 Part 3 Steps 1.Write up a summary of your findings using Microsoft Word 1.Example 1 (single behavior)Example 1 (single behavior) 2.Example 2 (multiple behaviors)Example 2 (multiple behaviors) 2.Create a chart or graph of your data (visual) and add it underneath your write upCreate a chart or graph of your data (visual) and add it underneath your write up 3.Insert summary and visuals underneath the direct observation summary 1.Write up a summary of your findings using Microsoft Word 1.Example 1 (single behavior)Example 1 (single behavior) 2.Example 2 (multiple behaviors)Example 2 (multiple behaviors) 2.Create a chart or graph of your data (visual) and add it underneath your write upCreate a chart or graph of your data (visual) and add it underneath your write up 3.Insert summary and visuals underneath the direct observation summary

13 Graphing Importance? Types of Graphs –Line –BarBar –Pie ChartPie Chart –Scatterplot Importance? Types of Graphs –Line –BarBar –Pie ChartPie Chart –Scatterplot

14 Important Elements of a Line Graph Horizontal Axis (x axis) & Vertical Axis (y axis) Points Condition Lines Condition Labels Horizontal Axis (x axis) & Vertical Axis (y axis) Points Condition Lines Condition Labels

15 Using a Graph to Interpret Data Are there meaningful changes in the behavior over time? To what extent can that change in behavior be attributed to the behavioral intervention or teaching strategy that was introduced? Are there meaningful changes in the behavior over time? To what extent can that change in behavior be attributed to the behavioral intervention or teaching strategy that was introduced?

16 Using a Graph to Interpret Data Variability Levels of Behavior Trend Variability Levels of Behavior Trend

17 I Do Anecdotal Recording Classroom Scatterplot Basic Event Recording Interval Recording and Time Sampling Duration Recording Anecdotal Recording Classroom Scatterplot Basic Event Recording Interval Recording and Time Sampling Duration Recording

18 Direct Observation Summary Describe how often the behavior of concern occurs, how long it lasts, and at what intensity it occurs? Describe any patterns to the occurrence of the behavior of concern. Describe how often the behavior of concern occurs, how long it lasts, and at what intensity it occurs? Describe any patterns to the occurrence of the behavior of concern.

19 Antecedent and Consequence Factors Describe the antecedents that are present when the behavior of concern occurs. Describe the consequences that appear to be maintaining the behavior of concern. Describe the antecedents that are present when the behavior of concern occurs. Describe the consequences that appear to be maintaining the behavior of concern.

20 Form Hypothesis When ____________________(antecedent to behavior of concern), ________ (student) will _________________ (behavior of concern) in order to_________________ _____________________(perceived function of the behavior).

21 Case Study: Merging Gym and Special Education: Collecting Behavioral Data in a Chaotic Environment Case Study: Merging Gym and Special Education: Collecting Behavioral Data in a Chaotic Environment

22 Your Turn! Summarize findings in a word document. Create a chart of your data. Create a graph of your data using Excel. Insert graph into word document. Summarize findings in a word document. Create a chart of your data. Create a graph of your data using Excel. Insert graph into word document.

23 Report Findings Share findings with the group

24 Effective Positive Behavior Support Plans Prioritize Define Teach!! Gradual Improvement Procedures Prioritize Define Teach!! Gradual Improvement Procedures

25 Competing Behavior Model

26 Positive Behavior Support Plan Components Antecedents Replacement Skills Reinforcement Alternative Discipline/Consequences Antecedents Replacement Skills Reinforcement Alternative Discipline/Consequences

27 Antecedent (prevention) Strategies: Strategies to remove/reduce identified antecedents to the behavior of concern Strategies to make the behavior unnecessary in specific situations Strategies to assist with the performance of the replacement behavior (cues and prompts) Long term strategies to remediate skill deficits Strategies to remove/reduce identified antecedents to the behavior of concern Strategies to make the behavior unnecessary in specific situations Strategies to assist with the performance of the replacement behavior (cues and prompts) Long term strategies to remediate skill deficits

28 Make a change… BEFORE the behavior occurs! Intervene in the Green: 2 types of antecedent interventions: 1.Change the setting event (S.E.) 2.Change the antecedent Intervene in the Green: 2 types of antecedent interventions: 1.Change the setting event (S.E.) 2.Change the antecedent S.E.AntecedentsBehavior Maintaining Consequence

29 Find an “opposite” for the antecedent: Difficult Work/ Long Tasks/ Loud Environment/ Close proximity to peers/ No choice of task visible/ Nonfunctional tasks/ Difficult Work/ Long Tasks/ Loud Environment/ Close proximity to peers/ No choice of task visible/ Nonfunctional tasks/

30 Setting Event Interventions Find an “opposite” for the following: No breakfast Lack of sleep Thirsty Hot Day Bad bus ride Fight with parent/sibling/boyfriend before school Find an “opposite” for the following: No breakfast Lack of sleep Thirsty Hot Day Bad bus ride Fight with parent/sibling/boyfriend before school

31 S.E. Strategies Written Rules Outlines Graphic Organizers Rehearsals Social Stories Lighting/ear plugs Advance warnings Written Rules Outlines Graphic Organizers Rehearsals Social Stories Lighting/ear plugs Advance warnings

32 Manipulations Choice of order of tasks Modify tasks to produce functional outcomes Pre-teach stories Warning notices Meal schedule and quantity Choice of order of tasks Modify tasks to produce functional outcomes Pre-teach stories Warning notices Meal schedule and quantity

33 Replacement Behavior Identify functionally equivalent replacement behavior The Response Effort Identify functionally equivalent replacement behavior The Response Effort

34 Consequence Strategies Reinforcement for performance of the replacement behavior.

35 Reinforcement for Replacement Behaviors Rate Immediacy Quality Rate Immediacy Quality

36 Types of Reinforcement Tangible Activity Social Tangible Activity Social

37 Teaching Desired Behaviors Fading prompts Pairing Immediate consequences Organized program Fading prompts Pairing Immediate consequences Organized program

38 Consequence Strategies Withholding of reinforcement Delivering of punishment Crisis plan section** Withholding of reinforcement Delivering of punishment Crisis plan section**

39 Consequence Interventions Punishment (historically) Tokens Point systems Reinforcers Edibles Praise Thumbs up Punishment (historically) Tokens Point systems Reinforcers Edibles Praise Thumbs up

40 Additional Strategies Loss of privledges- recess, free time Time-out Time-away from reinforcement Reprimand Extra work Write an apology Restitution Loss of privledges- recess, free time Time-out Time-away from reinforcement Reprimand Extra work Write an apology Restitution

41 Issues with Punishment Person resents the punisher Can result in aggression Does not TEACH appropriate skill Reduces self-esteem Imitate the punishment Physical harm Sets a negative tone/negative school climate Person resents the punisher Can result in aggression Does not TEACH appropriate skill Reduces self-esteem Imitate the punishment Physical harm Sets a negative tone/negative school climate

42 Issues (cont’d) Only effective in presence of punisher May learn another, more challenging behavior Must be accompanied by positive strategies Reward the GOOD stuff ALWAYS make it simple and doable Only effective in presence of punisher May learn another, more challenging behavior Must be accompanied by positive strategies Reward the GOOD stuff ALWAYS make it simple and doable

43 Positive Behavior Support Plan Example

44 Your Turn Complete the PBSP with your team

45 Monitoring Progress Create data tools to track and monitor progress on PBSP Create a plan to monitor progress with specific student Create data tools to track and monitor progress on PBSP Create a plan to monitor progress with specific student

46 References ABA Concepts: Functional Behavior Assessment Presentation. Choutka, M.ED., C. Nonnemacher, M.ED., S. The Commonwealth of Pennsylvania. The PA Code. US Office of Special Education Programs. Special Connections. The Pennsylvania Department of Training and Consultation (PaTTAN).


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