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Functional Behavior Assessments

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  1. Functional Behavior Assessments

  2. What is a FBA? • The term “Functional Behavioral Assessment comes from what is called “Functional Analysis” in the field of applied behavioral analysis. - Process of determining the “function” or cause of the behavior before developing an intervention - Intervention is base on the hypothesized cause(function) of behavior • http://www.wrightslaw.com/phprint.php

  3. Why Do Functional Behavioral Assessments? • If Interventions are not based on the specific cause (function) then the results may be ineffective and too restrictive Example: Behavior: Screaming- an effective in avoiding an unpleasant task Intervention: Timeout Result: Provides the child the desired result- avoidance • http://cecp.air.org/fba/problembehavior/necessary.htp • http://www.wrightslaw.com/phprint.php

  4. Determining the Cause or Function of Behavior • Interviewing and rating scales • Direct and systematic observation of the person’s behavior • Manipulation of the environmental events to see how behavior changes • http://cecp.air.org/fba/problembehavior/necessary.htp • http://www.wrightslaw.com/phprint.php

  5. Types of Problem Behavior • Attention • Avoidance • Sensory Consequences (pain, feels good,etc.) • http://cecp.air.org/fba/problembehavior/necessary.htp • http://www.wrightslaw.com/phprint.php • http://mfba.net/index.html

  6. Antecedents-Behavior-Consequences • A.B.C. • Antecedents-environmental events that immediately precede the problem behavior • Behavior- actions that occur after the antecedent • Consequences-environmental events that immediately follow the problem behavior • http://mfba.net/index.html

  7. Systematic Manipulation of Environment Why is the child screaming? 1. Arrange attention to be given to student each time he/she screams. Measure how frequently screaming occurs. If screaming is more frequent when attention is given, then hypothesis is that the function of the behavior is to get attention. 2. Make demands on the child, ending the demand when the child screams and measure how often screaming occurs. If screaming is more frequent when demands are made, then the hypothesis is that the behavior is a means to avoid a demand. 3. When behavior is more frequent when child is left alone, the behavior may be occurring due to sensory consequences(this method is used only for situations in which the functions of the behavior are not clear through systematic and direct observation) http://www.wrightslaw.com/phprint.php

  8. Developing a Plan • Define the problem(goal or obstacle?) • List possible solutions • Determine the likely consequences of each solution • Evaluate each solution to determine the best solution will help solve the problem (long term) • Pick a solution • Plan how to carry out the solution • Carry out the solution • Evaluate the effectiveness of the solution • http://cecp.air.org/fba/problembehavior/necessary.htp

  9. Methods To Teach Necessary Skills • Task Analysis may be required to break down a skill into its components parts • Cueing (private between teacher and child) • Possible medical interventions • Teach child needed skills through: Academic tutoring Behavioral and Cognitive Skills Training http://cecp.air.org/fba/problembehavior/necessary.htp

  10. Curricular Instruction Social skills instruction in the regular classroom setting: Role playing Modeling by teacher or peer Time to practice social skill with peers http://cecp.air.org/fba/problembehavior/necessary.htp

  11. IEP Services • Small group instruction • Individual Instruction/therapy • http://cecp.air.org/fba/problembehavior/necessary.htp