Simplified FBA: Considering Function in Everyday Classroom Settings

1. Simplified FBA: Considering Function in Everyday Classroom Settings Terrance M. Scott, Ph.D. ABRI University of Louisville t.scott@louisville.edu

2. Assessing predictable relationships between the environment and behavior F B A Involves gathering information from all those who know student Predict when/where behavior problems will occur Determine why problems occur The purpose is to get the information necessary to create a successful plan

3. Why Do People Behave? Modeling? Accident?Instinct?Condition?? Why Do People Continue Behaving? IT WORKS!

4. Functions • Legitimate Functions • Get something (attention, tangible, event, etc) • Avoid something (attention, event, person, etc) • Self-stimulation (hair twirling, rocking, etc) • Non-Legitimate functions • Power (not specific - all behavior is for power) • Control (not specific - all behavior is for control) • Didn’t take meds (antecedent - not a function) • Crazy parents (not a function)

5. Function of Behavior

6. Simplified FBA • Identify a behavior of concern • Define in a way that is observable • Identify predictors in the environment • Things that happen before and after • Identify a function • Why does that happen? • Teach a replacement behavior • What is appropriate way to get same function? • Change the environment to prevent • What could make the problem not happen? • What consequences are functional?

7. Functional Behavior Pathways Problem Behavior Antecedent Trigger Setting Condition Access or Avoid = reinforce Replacement Behavior

8. Eric yawns loudly when the teacher is working with another student and the teacher comes to him and answers a question

9. Eric taps his pencil loudly against his paper while teacher is working with another student and the teacher comes to him and provides assistance on math

10. Eric drums on his desk while the teacher works at the board and the teacher looks at him and excuses him to the restroom

11. STEP 1 DEFINE THE PROBLEM Be so clear in your definition that when you’re done anyone could act out the problem and it would look/sound just like it does in reality

12. STEP 2 IDENTIFY PREDICTORS Let’s bet – when do you think Eric will make noises? Also, what do you think will likely happen when he does? On what environmental events would you put your money?

13. ERIC Functional Behavior Pathways Disruptive Noises In an academic setting No direct teacher attention Teacher provides attention Replacement Behavior

14. STEP 3 IDENTIFY FUNCTION What’s the purpose of this behavior? Why would the student want to do it? What is in it for him?

15. ERIC Functional Behavior Pathways Disruptive Noises In an academic setting No direct teacher attention Teacher provides attention Replacement Behavior The function of the behavior is to gain teacher attention

16. STEP4 TEACH A REPLACEMENT BEHAVIOR What behavior would get the same function for the student and be appropriate for environment?

17. ERIC Functional Behavior Pathways Disruptive Noises In an academic setting No direct teacher attention Teacher provides attention Raise Hand and wait quietly

18. Effective Instructional Strategies Modeling • Show and tell students what it is that is expected under specific circumstances. Do not assume that they know and can. Opportunities to Respond (OTR) • Asking questions - Group (choral) or individual responses (evidence says mixed) • Requests for student behavior Prompts and Cues - Verbal and Gestural - Precorrection http://louisville.edu/education/srp/abri

19. STEP 5 CHANGE THE ENVIRONMENT TO PREDICT SUCCESS What can be done before the behavior occurs and what should be done after positive and negative behaviors?

20. Developing a plan for creating an instructional environment that predicts positive behavior in place of problems BIP Teach replacement behaviors Create environments that predict success Facilitate success Provide functional consequences for positive & negative behaviors Monitor effectiveness of plan

21. Routines Functional Consequence Functional Behavior Pathways Engagement Curriculum Disruptive noises Academic work setting No direct teacher attention Teacher provides attention Time Raise hand and wait quietly Physical Arrangement Expectations Examples Functional Consequence Prompts

22. Effective Reinforcement • Use the least amount necessary • Approximate and/or pair with natural reinforcers • Make part of routine and systems • Pre-plan and teach consequences Eric: hand raising

23. Effective Punishment • Use the least amount necessary • Pre-plan and teach • Use only with reinforcement for replacement behavior • Should defeat function of problem behavior Chris: Punishment

24. Routines Functional Consequence Escape Function Student Example Engagement Rude, defiant, refuses, ignores Curriculum Any request to work on academics In an academic classroom Escape academic work in class Time Complete work to earn free time Physical Arrangement Expectations Examples Functional Consequence Prompts

25. The University of Louisville Doctoral Program In Behavior Disorders Terry Scott Professor and Distinguished University Scholar College of Education and Human DevelopmentUniversity of Louisville Louisville, KY 40292 t.scott@louisville.edu (502) 852-0576