1. Functional Behavior Assessment
The foundation of behavior intervention planning
Kathy Kiniry

2. Functional Behavior Assessment
Process of gathering information to assist the team in understanding the function (purpose) of the target behavior.
Understanding function of behavior allows teaching of more effective and or efficient behavioral alternatives

3. Functional Behavior Assessment
A method for identifying the variables that:
1. Reliably predict the target behavior
2 Maintain the target behavior

4. Replacement Behavior
Those behaviors that serve the same function as the undesired behavior
“What we rather a student do”

5. Our intent should not be keeping students away from getting what they want, but figuring out what they want and teaching them more efficient ways to get it

6. Functions of Behavior 2 General Purposes
1. To get something
Attention
Objects
Power
Self-stimulation
“Want”

7. Function of Behavior purpose
2. To escape or avoid something
Tasks
Embarrassment
Situations
Persons
Failure

8. A Good Functional Behavior Assessment
Will assist the team in the development of a Behavior Intervention Plan by identifying whether the target behavior is a:
Skill Deficit or
Performance Deficit

9. Skills Based Deficit
Student has not learned to perform the given behavior. The behavior is not part of the students repertoire
Coping skills
Getting along with others
Accepting feedback
Making friends
Academic skills
Following directions

10. Performance Deficit
Student possesses the skills , but does not perform it under the desired circumstances
Getting along with others
Staying in class
Following directives
Keeping all materials together

11. Where to begin……
To determine if the behavior is a skill or performance deficit, we must have evidence to support the determination

12. TARGET BEHAVIOR Observable Able to be counted
The behavior that is interfering with school progress. The target behavior must be:
Observable
Able to be counted
It takes time to really identify the target behavior.
Examples…

13. Observable behavior
Running out of the classroom Arguing with the teacher Hitting others Not following adult directives Swearing Throwing desks Refusing to follow instructions (puts head down)

14. Non-observable behavior
Disrespectful Disruptive Annoying Pain Non-compliant Disobedient Rude

15. How do we know????
After the target behavior is identified….
Triangular Assessment

16. Triangular Assessment
Data Collection
Observation of target behavior
Existing sources aligning target behavior
Indirect assessments aligning target behavior

17. Psychological Records
DIRECT
OBSERVATION
TARGET BEHAVIOR
INDIRECT
ASSESSMENTS
Interviews
Behavior Rating
Scales
Checklists
Existing Sources
Point sheets
Attendance Records
Incident Logs
Level System Data
Psychological Records

18. How can we manage this??
TEAM WORK

20. Direct Observation Observation of the target behavior ABC Format
Counting
Observation should only last for 15 minutes
Should be in more than 1 setting
Observe in a setting where the problem behavior does not occur

22. Collect all information
After all the information has been collected.
Consider all the information
Find common themes
Did the team target the right behavior?
Is there a pattern?
DO we have enough information or DO we need more? If so, what do we need. A re-eval may be needed to collect additional information.
Do we have enough to identify the function

23. It’s all about the function
When (summarize the antecedents/triggers) This student (the problem behavior) In order to (summarize “payoff”)

24. Process Example
Target Behavior: Kathy is verbally aggressive toward peers

25. What we learned from the FBA
Student eats alone, has no peer group
Discipline slips related to incidents with peers
Observations support problems with peers on playground, lunch room and during classroom transitions
Interviews indicate: no friends after school, not involved in outside activities, student states “no one likes her”

26. Hypothesis….
During non-structured time with peers Kathy will verbally banters (escalates to intervention by teacher) with others in order to gain attention from them.

27. Skill or Performance?
Does Kathy have the skills to get along with other? Site evidence Does Kathy have the needed skills, but does not perform them in the desired situation. Site evidence

28. Skill or Performance

29. Skill Deficit Plan Performance Deficit Plan
The plan becomes instructional
Teach new skills that are not acquired or need practice
Includes reinforcement
Performance Deficit
The Plan needs to motivational
Tied to individual motivators

30. Which is it?
Let’s do the plan!

31. Replacement Behavior: Kathy will interact with peers in a “friendly manner”
Participate in school friendship club Meet with counselor/teacher to discuss how to be a friend Kathy will keep of journal of practice situations Informal commitment from Kathy to try to use friendship skills in a natural setting Parents will be provided with books for reading at home related to friendship Kathy will receive tokens for using her new skills, token may be used for a menu of rewards weekly

32. William – 9th grader FBA process checklist complete
Target Behavior- Refusal to complete assignments- escalates until student walks out or puts head down
FBA process checklist complete

33. Results of FBA
Written work is illegible In resource for written expression- Below Basic on ELA PASS past 3 years Slow to copy from board- unreadable Spelling skills on the 3rd grade level Completes reading tasks, short answer, T/F, multiple choice Does well in math and science, drafting Interview with student- hates English- “can’t write”

34. Skill Deficit or Performance Deficit
Evidence

35. The PLAN
Replacement Behavior: William will attempt to complete written assignments using the following supports:
Note taking template
Copy of notes
Additional time for editing
Seek assistance from teacher if needed at the end of class

36. Suggestions for Skill and Performance Deficits
Skill Deficits
Teach the skill directly
Definition
Examples
Models
Practice
Positive outcomes
Performance Deficits
Behavior Management system with strong home/school collaboration
Daily behavior logs with”payback” daily or weekly
Behavior Contract with “payback” included
Level System

37. Some disabilities have very specific behaviors
Points to consider…..
Some disabilities have very specific behaviors
Autism
Anxiety disorders
Poor social skills
Staff must be trained on specific strategies to support students.

38. FeeDback….. Teachers need feedback
If we see a teacher’s behaviors increase or decrease problem behavior we must discuss it with them or share decreasing behaviors with other.
Like students, teachers are doing the best they can with the tools they have….
Train them on effective strategies
Fill their toolbox
Be sure they continue to provide Professional Development, it’s tough out there!

39. Questions
Thank you!