Behavior Management: Positive Applications for Teachers, Sixth Edition © 2012, 2008, 2005 Pearson Education, Inc. All rights reserved. Chapter 9 Functional and Curriculum-Based Assessment

Behavior Management: Positive Applications for Teachers, 6e – Zirpoli ISBN: © 2012, 2008, 2005 Pearson Education, Inc. All Rights Reserved. 9-2 Functional Behavioral Assessment “proactive approach to program planning …link to intervention based on the purpose of the student’s behavior …” (Barnhill, 2005, p. 132) “…methods for gathering information about antecedents, behaviors, and consequences …to determine the reason or purpose of behavior.” (Gresham, Watson, & Skinner, 2001, p. 156).

Behavior Management: Positive Applications for Teachers, 6e – Zirpoli ISBN: © 2012, 2008, 2005 Pearson Education, Inc. All Rights Reserved. 9-3 Purposes or Functions Behavior may serve a need for… Attention or reinforcement Access to something desirable Task avoidance or of other individuals Internal stimulation Revenge Power or control

Behavior Management: Positive Applications for Teachers, 6e – Zirpoli ISBN: © 2012, 2008, 2005 Pearson Education, Inc. All Rights Reserved. 9-4 Functional Behavioral Assessment is needed when… A student’s classroom behavior… consistently interferes with the student’s own learning, consistently interferes with other students’ learning, or consistently interferes with a teacher’s ability to conduct class

Behavior Management: Positive Applications for Teachers, 6e – Zirpoli ISBN: © 2012, 2008, 2005 Pearson Education, Inc. All Rights Reserved. 9-5 FBA Components 1. A basic understanding of behavior 2. Identifying target behavior 3. Observing and collecting baseline data 4. Identifying setting events and/or antecedents of behavior Proximate setting events Distant setting events Where is the behavior least likely to occur?

Behavior Management: Positive Applications for Teachers, 6e – Zirpoli ISBN: © 2012, 2008, 2005 Pearson Education, Inc. All Rights Reserved. 9-6 FBA Components continued 5. Identify the consequences maintaining the target behavior 6. Identify the function or purpose of the target behavior Interview the student 7. Identify replacement behaviors 8. Develop Behavior Intervention Plan (BIP)

Behavior Management: Positive Applications for Teachers, 6e – Zirpoli ISBN: © 2012, 2008, 2005 Pearson Education, Inc. All Rights Reserved. 9-7 In addition An FBA must consider the curriculum content in relation to the student’s present performance level One way to determine is through Curriculum Based Assessment (CBA)

Behavior Management: Positive Applications for Teachers, 6e – Zirpoli ISBN: © 2012, 2008, 2005 Pearson Education, Inc. All Rights Reserved. 9-8 CBA Goal… is to eliminate curriculum mismatches between students’ skills and classroom assignments and expectations

Behavior Management: Positive Applications for Teachers, 6e – Zirpoli ISBN: © 2012, 2008, 2005 Pearson Education, Inc. All Rights Reserved. 9-9 CBA is Appropriate for all students A “no fault” approach A way to identify diverse students and the need for broad-based curriculum

Behavior Management: Positive Applications for Teachers, 6e – Zirpoli ISBN: © 2012, 2008, 2005 Pearson Education, Inc. All Rights Reserved Primary Tool for CBA: Probes Short-timed assessments that target specific skills in… Writing Math Reading Report growth-over-time via charts/graphs

Behavior Management: Positive Applications for Teachers, 6e – Zirpoli ISBN: © 2012, 2008, 2005 Pearson Education, Inc. All Rights Reserved Then use Error Analysis Student errors provide teachers with a window into their thoughts and problem-solving skills

Behavior Management: Positive Applications for Teachers, 6e – Zirpoli ISBN: © 2012, 2008, 2005 Pearson Education, Inc. All Rights Reserved Remember Student must… feel comfortable making errors and admitting areas of confusion and difficulty know that errors are acceptable, welcomed, and encouraged know that all their answers, even incorrect ones, are valued

Behavior Management: Positive Applications for Teachers, 6e – Zirpoli ISBN: © 2012, 2008, 2005 Pearson Education, Inc. All Rights Reserved CBA and Behavior Connection Behavior problems may be a sign of academic problems Ask: What am I asking the student to do? Provides control for instructional difficulty Ask: Is this an essential skill? Ask: Could I change my approach?

Behavior Management: Positive Applications for Teachers, 6e – Zirpoli ISBN: © 2012, 2008, 2005 Pearson Education, Inc. All Rights Reserved CBA and Exceptional Students This connection can… assist in identifying student academic strengths and weaknesses help determine starting point for instruction assist with progress monitoring inform instructional design reduce student & teacher frustration

Behavior Management: Positive Applications for Teachers, 6e – Zirpoli ISBN: © 2012, 2008, 2005 Pearson Education, Inc. All Rights Reserved Summary – FBA & CBA a systematic way to begin to effect change in target behaviors allow for identifying A-B-C’s of behavior identify curricular challenges use of CBA and error analysis can assist with aligning student behavior and classroom expectations