1. Functional Behavior Assessment and PBIS
An overview of the process

2. My underlying assumptions
All behavior communicates.
Behavior is taught and learned.
We bring our own issues to the “behavior dance.”
Classroom issues (Tier 1 and 2) first.
Diagnosis matters.

3. All behavior communicates.

4. Behavior is taught and learned.

5. We bring our own issues to the behavior dance.
What behaviors push your “hot” buttons?   

6. Classroom issues first.

7. Diagnosis matters.
After a hasty special education placement for behavior problems, school officials were embarrassed to learn that Marty really did have ants in his pants.

8. Tier 3 Behavior Support Verify the seriousness of the behavior.
Functional Behavior Assessment:
Define Behavior;
Collect Data;
Determine the function of the behavior(s).
Behavior Intervention Plan (prevent, teach, react):
Environmental changes to include preventative strategies and meeting the student’s needs;
Teach replacement behaviors;
Determine reactive strategies.
Collect Data
Review and Revise

9. Verify the seriousness of the behavior.
Does the student’s behavior significantly differ from that of his/her classmates?
Does the student’s behavior lessen the possibility of successful learning for the student and others?
Have past efforts to address the student’s behavior using standard interventions been unsuccessful?
Does the student’s behavior represent a behavioral deficit or excess, rather than a cultural difference?
Is the student’s behavior serious, persistent, chronic, or a threat to the safety of the student or others?
If the behavior persists, is some disciplinary action likely to result?

10. Don’t include “mind-reading”
Define the behavior
Observable: The behavior is an action that can be seen.
Measurable: The behavior can be counted or timed.
Don’t include “mind-reading”

11. Observable/Measurable Definition Non-observable/measurable Definition
Talks when teacher is lecturing, calling out in a loud voice, singing
Disruptive behaviors
Draws pictures during group work time
Off-task behaviors
Throwing objects, Kicking over chairs
Angry, Hostile Behaviors
Calls peers names
Inappropriate language
Tapping/ drumming on desk, looking around the classroom
Attention problems
Puts fingers in ears when the teacher is telling him something
Non-compliance
Yells “No” or “You can’t make me” when given direction
Defiance

12. Primary vs. Secondary

13. Collecting information about the behavior
Identify what you need to know
Use direct and indirect assessment
Make an ABC 2
Where: 2 1 3
Under what conditions:
The student does:
And as a result: 4
Function: 5
Because:

14. Determine the function

15. But the most important question:
What lagging skills help us
understand why
the child is
getting/avoiding/escaping
in such a maladaptive way?

16. The behavior support plan!

17. Setting up the environment to support behaviors you want to encourage and prevent behaviors you want to avoid.

18. Teaching new behaviors
These have to be as “easy” as the original behavior.
They have to work as effectively.
Learning new behaviors takes time.
Skill deficit
Performance deficit

19. Reacting in ways that help
The goal is not “to punish.” The goal is to get back to teaching and learning.
Consequences can be used fairly and reasonably:
The child must have the ability to avoid the consequences
The child must know that the consequence exists
The powerful behavior changers are environmental supports and teaching new behaviors

20. Collect data after you implement the plan.

21. Review the data and revise the plan.

22. Tier 3 Behavior Support Verify the seriousness of the behavior.
Functional Behavior Assessment:
Define Behavior;
Collect Data;
Determine the function of the behavior(s).
Behavior Intervention Plan (prevent, teach, react):
Environmental changes to include preventative strategies and meeting the student’s needs;
Teach replacement behaviors;
Determine reactive strategies.
Collect Data
Review and Revise

23. Behavior is not learned overnight. It won’t change overnight.