Conducting and Utilizing Functional Behavior Assessment Data Monongalia County Schools

General Questions for the Audience  Who knows “a little” about FBAs?  Who knows more than they ever wanted?  Who completes the FBAs at your school?  Who feels FBAs are hugely cumbersome and too much for one person?  Who reads the FBA (cover to cover) when they are assigned a new student?

Conducting and Using FBA Data  Using a “Team Approach” for FBAs  County-wide format, consistency between schools  Trained staff of different disciplines  Collaboration within the Team during structured planning times of day  Use of appropriate data collection techniques  Further linking the FBA to behavioral recommendations

Order of Handouts in Packets  Functional Behavior Assessment (FBA) Worksheet  FBA Team Responsibilities Form  Initial Line of Inquiry Protocol  Forced-Choice Reinforcement Survey  Student Functional Interview  Problem Behavior Questionnaire  Data Collection/Observation Forms

What is a Functional Behavior Assessment (FBA)?  FBA is not a set of forms or static products.  It is a process of understanding behavior in the context in which it is observed and of guiding the development of positive behavioral interventions that are relevant, effective, and efficient.  The FBA Manual/Worksheet outlines the necessary components for a FBA in order to understand a student’s behavior(s).

What is a Functional Behavior Assessment (FBA)? FBA is the process of gathering and analyzing information about a student's behavior and accompanying circumstances in order to determine the purpose or intent of the action. To replace challenging behaviors. Not to identify children as Emotionally Disturbed.

When should an FBA be requested?  When inappropriate, interfering behavior(s) increase in frequency, intensity, or duration AND generalizes to other environments/situations after revisions to behavior interventions have occurred.  A function-based BIP is necessary  When inappropriate behaviors(s) interfere with the student’s learning or the learning of others.  When a Manifestation Determination occurs after accumulation of +10 days suspension and an FBA is requested. However, the FBA request must be generated by the appropriate school team (SAT, IEP).

How to request an FBA?  Permission is required under any circumstance.  Student Assistance Team  Multi-Disciplinary Team  Individualized Education Plan Team *Make sure all applicable members are available for the initial meeting when requiring permission.

Support for Personalized Learning (SPL) and FBAs

Why do FBAs?  A student’s behavior may not be random but is determined by one or more “root causes” or behavioral “drivers”  Similar behaviors may stem from different root causes. Find the cause of the behavior (Function) and you stand a much better chance of designing an intervention that really works. You do not want to suppose an incorrect Function, “False Positives” Example: child walking out of the start of math and science classes daily  Assumed Function: Escape because of disinterest  True Function: Escape because of fear of failure and low skills in fractions  To guide the development of positive behavioral interventions that are relevant, effective, and efficient

Name that Function

“Why do they do that?”  Typically, human beings behave in such a way to “get something” or “get out of something”  However, there are many “whys” behind the “whys”  For instance: A disruptive, aggressive 6 year old may have learned to hit others to get their attention due to a language deficit and frustration, however the parent just reported to the SAT team that the family learned of childhood abuse and is in legal pursuit of the suspected perpetrator

Many Functions: Things that are Obtained  Adult attention (positive or negative)  Peer attention  Preferred activity  Money/things  Need to make a comment or declaration  Gain a sensory stimulation  External Stimulation (excitement)  Affective regulation/emotional reactivity  Power and control  Need for justice  Dominance  Vengeance/retaliation

Many Functions: Things Avoided or Escaped From  Hard tasks  Reprimands  Undesirable activity  Negative Peer Interactions  Physical effort  Adult attention  Tension  Social discomfort  Relationship failure  Sensory overload

Contributing Factors of Functions POWER or CONTROL  Bullying behavior or belittling  Passive aggressive manipulation or obvious demands on others  Shallow emotional response, cold/humorless  Difficult, rigid, oppositional, deflects criticism onto others  Very jaded  Recognizes no faults in self; possibly due to an unconscious poor self- concept and needing to leave others powerless

Contributing Factors of Functions AVOID or ESCAPE  Unreasonable expectations by others  Perfectionism  Fear of failure  The work is too difficult  Makes a ton of excuses  Student misinterpretation of a situation  The behavior stops when demands are dropped  May express physical complaints  The behavior occurs then student is pressured to succeed

Contributing Factors of Functions ATTENTION or ACCESS  Adults pay more attention to inappropriate behavior than appropriate behavior  Student does not know how to ask for attention appropriately  Student does not get enough personal attention to meet their needs  Student has few friends  Student has low self-esteem  Basic physical needs unmet  Seeking distraction or fun

Contributing Factors of Functions SENSORY  Under-stimulation or over-stimulation in the environment  Has not developed adequate or appropriate coping or self-management strategies  The behavior is repetitive  The behavior occurs when there is little or a lot going on

Necessary Components of an FBA  Identify Student Strengths and weaknesses-Academic, Social, Personal, Family Support  Define the Target Behaviors-classroom teacher will help clarify behaviors Observable Example: Property Destruction Repeatable(Ripping paper/breaking pencils or pulling Measurableover bookshelves/throwing keyboards)  Identify the Location/Intensity Other teachers/staff can help provide insight into when and where the behaviors are occurring. Obtain class schedule, interview teachers on duty  Previous Behavioral Interventions Documented File review, consult with previous years’ teachers SAT logs, IEP logs  Background Information SAT notes, Parent Input Forms, IEP info

How to get started conducting the FBA  Initial Line of Inquiry- Lewellyn 1999 ‘ An Initial Line of Inquiry Protocol’- included in your packet Conducted at the referral Meeting or another opportunity to group parents and teachers. The Initial Line is a method of behavioral data collection which investigates maladaptive behaviors, the consequences that follow, fast triggers, and slow triggers that influence the student at home and at school. The parent should be present to assist in gathering this information. Since the Initial Line is completed prior to observations, it provides a basis for perceiving the function(s) of the behaviors.

Initial Line of Inquiry: It is Important  The Initial Line of Inquiry is designed to assist the team in its task of analyzing and decoding the Antecedent-Behavior-Consequence chain. It is arranged so that the team can easily understand the relationship between Slow Triggers, Fast Triggers, the Behavior that follows and the Perceived (motivating) Function for the Behavior.  Primary emphasis throughout the process is to facilitate the team to reach consensus on relevant factors that are pertinent to the student’s behavior.  It is important to adhere to the line of inquiry as presented as it should help keep the team focused on relevant issues as opposed to the meeting serving only as an outlet to vent frustration with at the student.

Steps of an Initial Line of Inquiry  Step 1: Identify Student’s strengths and interests. “What does the student do that is helpful to others?” “How does the student show respect?” “What are their greatest attributes?” “What types of things does the student like to do?” “What are they good at?” “Do they have influence and, if so, where and with whom?”  Step 2: Identify the Student’s problem behaviors. “What does the student specifically do that is a problem?” “What does she do that aggravates other students?” “How does the student show disrespect?” “What does their problem behavior look like? Sound like?”  You want to get as specific as possible!

Steps of an Initial Line of Inquiry  Step 3: Identifying Fast and Slow Triggers: “What sets their problem behavior off?” “What is going on when they do these things?” “What else is going on when the problem behavior occurs?” Clarify and re-label. For example:  Ask questions like: “Does getting started on all assignments create difficulty, or only certain types of assignments?” Follow up by asking questions like: “If written tasks are the primary problem, is it a problem across all subject areas?” General Discovery:  “Are there problems with transitions?”  “Are there problems with specific kids?”  “Are there problems with specific adults?”  “Are there problems with other general routines/settings during the day?”

Steps of an Initial Line of Inquiry  Step 4:Identifying Consequences of Problem Behaviors: “What do you do when the problem behaviors occur?” “What happens immediately after the problem behavior occurs?” Ask questions that will elicit both imposed (structural) consequences (e.g., loss of points and privileges/choices) as well as more naturally occurring environmental (functional) consequences (e.g., reactions of others or termination of the task at hand).  “What do you do immediately when the student engages in the problem behavior?”  “What do the other students do immediately when they engage in the problem behavior?”  “What happens to the task or assignment at hand when the student engages in the problem behavior?”

Steps of Initial Line of Inquiry  Step 5: Identify Perceived Function. “What do you think the student gets by behaving this way?” “What might they get out of, or avoid?” “What else do they either get or avoid?” General Discovery.  “Does their behavior result in a power struggle?”  “Does their behavior help him/her clarify the behavioral expectations?”  “Does his/her behavior help him/her to have power/ influence?”

Example: “David is a third grader who receives itinerant emotional support within the regular third grade classroom. He has developed appropriate independent school work habits and is able to keep up with the general curriculum with accommodations. David has established some minimal relationships (acquaintances) with a few classmates at school and appears to be interested in video games and computers. His interactions however, typically are limited to peripheral activities such as brief conversations during group events. For example, David never has been observed to lead a group of peers or to be at the center of a group’s related activities. It has been noted that David plays with a few of the other kids from the neighborhood outside school in a similar manner, (however, none of these kids are in the same third grade classroom as David). David’s mumbling of derogatory comments, work refusal, destruction of materials, and or pushing/kicking his desk or chair appear to signal a lack of comfort when placed in group situations where he is expected to achieve outcomes in the presence of his peers. His problem behavior typically results in being sent into “timeout” or out of the room.”

Team Responsibilities Form  Divide the FBA responsibilities to the Team Members Observations- keep Target Behaviors in mind but investigate/observe the ‘whole’ environment Student Functional Assessment and Reinforcement Survey Forced-Choice Reinforcement Survey Problem Behavior Questionnaire-Teacher  Identify which data collection method will be used for which Target Behavior in which environments (ex. duration method would ‘best fit’ crying/temper tantrum behavior) We will learn more about data collection in a bit.  For instance, the school counselor may serve as the logical choice to complete the interview and reinforcement survey

Getting Started….  Indirect Methods VS. Direct Methods Surveys and interviews vs. direct observation and student contact

Student Functional Assessment and Reinforcement Survey Interviews with the student may be useful in identifying how he or she perceived a situation and what caused him or her to react or act in the way they did. Section A: Student’s ideas about work/school Section B: Student’s beliefs about when, where, and why the behaviors occur Section C: Student’s ratings on school subjects Section D: Student’s likes/dislikes about school subjects/times of day Section E: Reinforcement Survey

Forced-Choice Reinforcement Survey  Important for choosing a desirable reinforcer for the behavior plan  Helps identify needs or unfulfilled needs which could determine functions of behavior (ex. students who desire competition may have power/control needs)  Makes the student choose between competing reinforcers Adult Approval Competitive Approval Peer Approval Independent Rewards Consumable Rewards  Ideal for younger children, lower language development, and intellectual deficiencies as it eliminates the risk of random responses and assists with better understanding of what is asked of the student. Use a hands-on method for nonverbal children by providing visuals or tangibles.

Problem Behavior Questionnaire  This should be completed by the classroom teacher or staff most familiar with the student and the student’s recent behaviors  Ask the respondent to complete all items so that the questionnaire can be scored and the “Additional Information”  The items are assigned a numerical value that will be added up to assume the most probable Function: Escape from Peers or Adults or Attention from Peers or Adults  Transfer this numerical value to the FBA Worksheet as the highest number indicates the most likely Function

Direct Observations  Direct assessment involves observing and recording situational factors surrounding a problem behavior (antecedents and consequences) and using good fit data collection methods  6 hours (length of academic school day) across multiple settings and times of day  Multiple Observers, environments, over a suitable length of time  An observer will observe the behavior in the setting where it is likely to occur and unlikely, and record the observation using a record for: Structured Antecedent-Behavior-Consequence (ABC) Behavior Observation Form Other Forms given

Data Collection Methods  Event/Frequency recording- Used when a specific behavior has a defined start and stop and can be easily tallied (out of seat behavior)  Durational recording- Used when the length of time of the target behavior varies and is better represented with the documentation of time rather than indicating the incident as one occurrence (verbal argument with a peer)  Latency recording- Used when the initiation of a desirable behavior does not occur (delaying teacher request)  Narrative/Anecdotal- Used to gather information and to record in chronological order the sequence of events which allows the team to gain insight (long-lasting, complicated behavior, crisis incident information)

WARNING About Observations  When observations are being conducted in the classroom, sometimes children and adults act “differently” than they normally do  A Team Approach allows for: Observers of different disciplines to observe, Decreases Observer Bias, and Decreases Positive Impression so children do not try to “change” their behavior to look more positively in from of the same observer.

Antecedent-Behavior-Consequence ABC Model Used when a trained observer can observe the existence of target behaviors and/or pro-social behaviors and consider many environmental influences. Pay attention to appropriate behaviors too!!! Antecedent –What happens right before the behavior occurs? Behavior- Easily identifiable and operational Is the described behavior: * observable?* measurable? * repeatable?* definable? Consequence- What changes in the environment due to the behavior? What does the behavior elicit?

ABC Example AntecedentBehaviorConsequence The teacher was conducting a whole group lesson on graphing points on an (X, Y) axis. She directed the class to look at an example in the book after she explained the process. The class was silent for 25 seconds. Student is quiet; however, not starting his assignment Student stood up from his desk during math class, yelled indiscernible vocalizations in an angry tone of voice for 4 seconds, almost a scream, and picked up his book and threw in the corner of the room, not in the direction of any person. He returned to the seated position, propped head up with hand, and closed his eyes. The teacher appeared startled, making a gasping sound. As she continued to stand at the front of the room, she corrected the behavior by saying, “ You cannot throw objects like that in here. We will talk after class.” What could possibly be a trigger? Let’s pretend this behavior occurs often, what could be maintaining it? How could the teacher manipulate to avoid the behavior? And, how can the teacher change her behavior to try to decrease or stop the behavior?

Let’s Practice   Watch the interactions of students with the teacher. Observe appropriate/productive classroom behavior and interfering behavior.  Hint: You will use Latency Recording, Frequency Recording, and ABC Analysis.

Summarizing Observations  Quantitatively/qualitatively summarize in narrative form Anecdotal observation recordings Frequency, duration, and latency data  This component of the FBA should be a compilation of all observations conducted over time and discussed as an FBA Team meeting  Preferably completed as a group to dissect every observation

Hierarchy of Behaviors (Staircase) CRISIS CALM Complaining about math Throws pencils, papers, and books across the room Runs around the room, banging fist on walls Bangs head off wall and hits self in face Very Dangerous Behaviors Dangerous Behaviors Disruptive Behaviors

Hierarchy of Behaviors (Staircase)  After the observations and other data collection is gathered, a student’s escalation pattern may be evident.  The FBA team will list a typical scenario of the student’s behavior on each of the “stair steps”.  For instance, the student starts complaining about work, then begins to scream, then run around the room and throw objects, and finally hits adults.  This chart will be used as a visual understanding of how a student moves from Calm to Crisis and how staff can intervene at appropriate times.

Antecedent and Consequence Analysis Charts  Some complicated behaviors are preceded by more than one antecedent and are maintained by more than one consequence  This chart outlines each Behavior and the multiple Antecedents and Consequences affecting the behavior  Dissect the observations to pinpoint more than (1) antecedent and consequence

For Example…… AntecedentStudent A’s BehaviorConsequence Late to class, teacher makes comments like, “Glad you can make it Mr. Jones” Vulgar name-calling, indecent gestures (sticking up middle finger), and walking out of class in 9 th grade math Teacher yells, “Go to office” Teacher refuses to repeat directions after the student is already 10 minutes late for a test Student A walks out before teacher can correct or direct behavior Teacher is praising the work of others, Student A is peering in a disdainful look towards the teacher Student A escapes authority and skips to the bathroom Negative attention received by Student A as teacher yells in a loud tone of voice, “You will not do that to me.”

Making Hypothesizing Statements  The interviews, combined with direct observations of the behavior, and conclusions drawn from the antecedent and consequence data are used in determining the function of the behavior.  Make the hypothesizing statements in the following format (IF…..THEN…..BECAUSE) If Antecedent X occurs….Then Problem Behavior Y occurs …..Because Consequence Z and Function/Need occurs  The FBA team will make hypothesis statements, such as ‘If the teacher ignores James after a verbal argument ceases, then he can walk away in tears and hide in the corner because he needs to escape the moment and is overwhelmed/insecure.’

Indicating the Function  Based on the hypothesis statements, the function(s) are assumed and will be indicated on the FBA worksheet  The Functions are associated with the setting events and maintaining consequences  A behavior can serve multiple Functions so the primary Function can be marked as a ‘1’ and the secondary as a ‘2’ and so forth rather than check marking

Confidence Level  This product is the best estimation of explaining the WHY. It is not fool-proof or perfect. There will be error in estimation.  Yet one more estimation should occur…  How confident is your team in the findings/conclusions?

Making Behavior Plan Implications  The FBA Team is the most knowledgeable about how the student acts and reacts and for what reasons. The Behavioral Recommendations sections addresses this and can form the basis for the appropriate interventions.  For example (kid who stares into space): “Kid who stares into space” stared into space for approximately 3 minutes and avoided following teacher’s directions and was praised afterwards by the teacher and given bonus points which could be the maintaining consequence Direct him to the task, encourage work production Make work interesting Do not praise for work avoidance Bribery is not a BAD word

Good Match Interventions Function of behavior Possible interventions Attention seeking Planned ignoring Time-out Teach appropriate attention seeking Increase schedule of social reinforcement for appropriate behaviors Social skills training Escape/avoidance Teach to request assistance Teach to request a “break” Alter or reduce demands & gradually introduce demands Social skills training Control Compliance training Choice making Response cost Reward alternative behaviors Social skills training Communication Functional communication training Reduce reinforcement for problem behavior Access to tangible reinforcersTeach appropriate request behaviors Time out from reinforcers for problem behaviors Schedule time with reinforcers Use time with tangible reinforcers to increase appropriate behaviors Social skills training

Using FBA Data  For example, consider a student who has just been observed through an FBA and the team has hypothesized that the student has functions of high power/control and low sensation seeking behaviors.  Recommendations for Interventions: Keep a private behavior contract between student and teachers Offer a reward system, i.e. if you work for 10 minutes, then you get 5 minutes of free time. Encourage self-advocating by using a time-out card or an emotions card.

Report Writing  Attach all pieces of information, such as Initial Line of Inquiry and all observations.  When all pages of the FBA Worksheet are completed, the FBA Team Members will sign and date. A copy will be placed in the student’s confidential file.  Work with the SAT or IEP Team and teachers to fully devise and appropriate behavioral intervention 

SUGGESTIONS……….  Ask others to help with segments of the FBA, such as observations, who are capable and interested. Other staff are qualified and can assist who are not on the Team.  Schedule Team meetings to synthesize the data and complete the Worksheet. Have the Team Leader guide the session. This works well at middle/high schools with shared team planning times.  The SAT Coordinator will complete the Student Assistance Team Assignment Form as a reminder to you and relay better communication between the SAT and FBA Teams.  If you data collect with electronics, there are APPS  Keep data collections in one environmental space…perhaps even make them available online through or One Drive on Office 360

………...… …….REMINDERS  Even though an FBA is not an intervention or a “quick fix”, don’t forget the ‘BIP Recommendations’ part of the Worksheet- most important piece. This section will assist the SAT Team and general/special teachers to create a BIP.  Make sure the final product includes all attached observations, interviews, other pertinent information to make the evaluation complete and of good quality.  Watch Timelines: 45 school days for SAT, 60 days for IEP, and 80 days for Reevaluations and Initial Evaluations.  Check-ins with the Asst. Principal or Principal to support the organization of the Team- if they know which children have an FBA being conducted, could explain why the student frequents the office.  The Team should meet regularly to discuss the needs of the Team, not necessarily for in-process FBAs, but for professional development and consultation (i.e., ISE days, 1x month)

FBA Team Leader Responsibilities  The Team Leader can be the BD teacher or special educator, but not always. Counselors and regular educators also make great Leaders.  The Team Leader will attend the Referral Meeting (SAT, IEP, or Reeval) as they will complete the Initial Line of Inquiry and other necessary information. The majority of Page 1 of the Worksheet can be completed at this time.  The Team Leader will complete the “Team Responsibilities Form” to assign members to assess/observe all necessary areas and behaviors.  Consult with Team Members on the progress/completion of observations, surveys, and interviews.  Organize a time to meet as a Team to synthesize data. If time is an issue, solicit assistance from the Administrator to ensure meetings occur.

FINAL THOUGHTS!  Comments?  Suggestions?  Helpful Hints?