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Functional Behavior Assessment and PBIS

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

  11. Primary vs. Secondary

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

  13. Determine the function

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

  15. The behavior support plan!

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

  17. 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 Performancedeficit

  18. 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

  19. Collect data after you implement the plan.

  20. Review the data and revise the plan.

  21. 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

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