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2. 2 * What is a FBA? * What is Involved in a FBA? * Functions of Behaviour * The Plan * Evidence-based Teaching Procedures * Case Studies * Questions

3. 3 * A systematic process for assessing the relationship between a behavior and the context in which that behavior occurs. * A primary goal of FBA is to guide the development of effective positive interventions based on the functions of the behaviour. * Interventions based on an FBA should result in significant change in the individual’s behavior and ability to function as a confident and happy person.

4. 1. Why do children develop challenging behaviours? 2. Why do children continue to engage in challenging behaviours when the behaviours don’t appear to be working for them? 3. What can we do to help them so that they can be fully functioning happy individuals?

5. 5 * Review of records * Interviews * Direct observations * Collect baseline data

6. 6 * Antecedent Analysis * Consequence Analysis * Mediator Analysis * Ecological Analysis

7. 7 * May occur hours, days, or weeks before the behaviour * Fatigue * Sickness * Divorce * Weather * Death in the family * Track behaviours and setting events in order to implement preventative strategies

8. 8 * Lagging skills * Communication * Frustration tolerance * Theory of Mind * Social skills * Cognitive/Academic abilities

9. 9 * Identify target behaviours * Clear description of target behaviours * Average frequency and duration * Severity of behaviour * History of the problem

10. 10 * What is maintaining or reinforcing the behaviour?

11. 11 * Attention * Escape * Tangible * Automatic

12. 12 * Behaviours may occur to maintain or to gain attention from others * Unlikely to occur when the individual is alone * Reinforced by positive and negative attention * Response??

13. 13 * Behaviour may occur to avoid or escape a non- preferred task * Often occur after a request is given or when a non-preferred activity is about to begin * The behaviour will disappear when the demand is removed * Response??

14. 14 * Behaviour may occur in order to gain access to a desired activity or item * May occur to maintain access to a desired item * Behaviour is likely to cease after the student is given access to the desired item * Response??

15. 15 * Behaviour may occur to avoid or escape unpleasant stimulation * May occur in order to obtain sensory stimulation * These behaviours occur frequently and across multiple settings, people times, and may occur when the individual is alone * Automatic behaviours are typically the most difficult to extinguish * Response??

16. 16 * Referral Information * Background Information * Client description * Relevant family information * Residential/program/school placement * Health and medical information * Previous assessment information * Previous and current interventions and treatments

17. 17 * Direct Observations/Notes * Target Behaviours * Baseline Data * Goals * Long-term Objectives

18. 18 * Proactive Strategies * Physical factors (crowding, noise, setting, etc.) * Interpersonal factors (peer/staff relationships, cultural, etc.) * Ecological strategies * Programming * Routine, structure, choice * Reinforcement systems * Instructional methods * Adaptations

19. 19 * Skills that will help to facilitate behavioural change and teach the individual to meet his/her needs in an appropriate and effective manner. * Communication skills * Independence skills * Frustration tolerance * Social skills

20. 20 BehaviourFunctionPossible Functionally Equivalent Skill Student rips assignment Pushes another student while waiting for the swings Stereotypical behaviours that are interfering with the student’s ability to learn Eloping/bolting

21. 21 * Least restrictive methods * Avoid aversive strategies when possible * Strategies that will reinforce behaviours in the least manner possible * Safety * Strategies that will preserve the individual’s dignity and respect

22. 22 * ABCs * Take data/document incidents * Pre- and post-intervention data * Intermittent * Various raters

23. 23 * PECS * Social Stories * Video Modeling * Reinforcement Systems * Discrete Trial Training * Social Skill and Play Groups

24. 24 * Peer-Mediated Intervention Procedures (McConnell, 2002). * Arrange the environment to prompt and support social interaction * Schedule and activities that are predictable, preferred, and appropriate for social interaction * Ideal play and social interaction partners * Fade direct intervention and prompts * Monitor effectiveness of intervention

25. 25 * Visual Strategies * Reinforcement Systems * Token Economy * Prompt fading * Full physical * Partial physical * Verbal * Gestural

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27. 27 * “He is consistently inconsistent” * “She is unpredictable” * “Working with him is exhausting” * “We are constantly trying to think of new tricks”

28. 28 * Behaviour is repeated when it is reinforced in some way * Treatment will be slower if the behaviour has been reinforced for a longer period of time

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