1. The Role of Functional Behavior Assessment in Behavioral Intervention

2. Is this how it goes, usually? FBABIP Reduction in problem behavior

3. Or, is this how it goes? problem behavior school discipline more or less problem behavior

4. Or is this how it goes? problem behavior incentives for no problem behavior more or less problem behavior

5. When we try discipline or incentives to change behavior, even when behavior seems to improve, do we understand the reason the problem behavior occurred in the first place? What do we learn about the student from the process of applying interventions when we don’t understand the function of the behavior?

6. The method a behavior analyst uses: Reinforce the socially appropriate behaviors, not the problem behaviors. Help the person to develop socially appropriate behaviors to meet needs. Understand the reasons a person is behaving the way he/she is. FBA Reinforcement P or N BIP control R Schedule R Differentially apply R

7. Technical Jargon Positive or Negative Reinforcement Differential Reinforcement Schedule of Reinforcement

8. What does an FBA do? FBAReinforcement?Positive?Negative?

9. What does a BIP do? BIP Control Reinforcement DifferentiallySchedule

10. the role of reinforcement

11. Positive = addition of stimulus

12. Negative = removal of stimulus

13. Examples: You sit quietly in your seat while your classmates passes out her birthday treats.

14. Example You pinch your nose and groan that you hate broccoli!

15. Example You raise your hand to ask for a turn.

16. Example You crack a joke in the middle of a lesson.

17. Determine the function, then intervene. If the behavior functions for obtaining or gaining something, then change something so that behavior can no longer function that way. If the behavior functions for avoiding or escaping something, then change something so that behavior can no longer function that way.

18. Possible Functions of Behavior ReinforcementGain/Obtain pleasant conditions objects, food, activities, sensations social attentionEscape/Avoid unpleasant conditions objects, food, activities, sensations social attention

19. Behavior Plans Control reinforcement differentiallyschedule

20. Discipline without FBA Error corrections or reprimands could be increasing behavior because they are functioning as attention and the attention reinforces the behavior. Time-out procedures could be increasing behavior because they are functioning as removing aversive or unpleasant conditions, which reinforces the behavior.

21. 4:1 Ratio Differential – gives more attention to the behaviors we want from students and gives less attention to the behaviors we do not want from students. Schedule – make a plan to use the ratio or you could give too little reinforcement or none to the behaviors you want to see

22. FBA & BIP The FBA reveals the reason the behavior occurs again and again. The intervention takes the reason into account.

23. Example Why is the boy throwing the airplane?

24. Attention? 4:1 ratio might work. When all students are reinforced first for the behaviors the teacher wants to see, students who demonstrate these behaviors get more attention. This student may need more attention still…or…

25. Escape or Avoid Perhaps the student gets out of tasks he does not enjoy. He gets sent to time-out in the corner or the hallway or to the principal’s office, for example, instead of doing math.

26. Behavioral Intervention He may need a variety of treatments.  Modified work expectations (i.e., make it easier or reduce the demands).  To be taught a replacement behavior such as how to ask for help or ask for a break.  Incentives for completing the work (e.g, behavior contract &/or token system).  Prompting or pre-correction for the correct behavior.  Not allowed to escape work by demonstrating problem behaviors.  Response cost (e.g., loss of privileges or tokens upon demonstrating problem behaviors).

27. Summary The behavioral intervention may include disciplinary consequences and incentives, only the plan for the use of either of these types of interventions are individualized, in other words, based on the function of the student’s behavior. Therefore, the behavioral intervention plan is based on understanding the student’s individual needs.