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Functional Behavioral Assessment

Functional Behavioral Assessment. Data Analysis. Acknowledgements. Beth Marshall Susan Hollinger Dawn Frenette Joan Wood Kirksey McIntosh Elizabeth Cameron Sarah Rockwell Cassie Fishbein Barbara Foreman. REMINDER. Reevaluation for IEP Changes Process

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Functional Behavioral Assessment

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  1. Functional Behavioral Assessment Data Analysis

  2. Acknowledgements Beth Marshall Susan Hollinger Dawn Frenette Joan Wood Kirksey McIntosh Elizabeth Cameron Sarah Rockwell Cassie Fishbein Barbara Foreman

  3. REMINDER • Reevaluation for IEP Changes Process • Send Notice of Proposed Meeting/Consent for Agency Participation to parent • Document purpose of meeting on profile • Complete Notice of IEP Team’s Decision Regarding Reevaluation – Additional Data • Complete Notice and Consent for Reevaluation

  4. Functional Behavior Assessment • “Why does this student behave the way he/she does?” Answer the following questions: • Where is the behavior occurring most frequently? • Where is the behavior likely to occur? • With whom is the behavior likely to occur? • What activities are most likely or least likely to cause the behaviors to occur? • Are there situations when the behavior never occurs? • What happens before and immediately after the behavior occurs? • What environment stimulus is present? Develop your hypothesis. What is reinforcing the student’s behavior?

  5. Where Do I Begin? • Place all like forms together in the following order: • Parent Interview 1 • Student Interview 1 and 2 • Teacher Interview • ABC Charts • Data Charts and Graphs • BASC – 2 • Questions About Behavioral Function (QABF)

  6. Presentation and Analysis of Data SCHOOL OFFICE RECORDS Attendance Records (Most Current) Grades (Most Current) Failing grades may be due to several factors: Incomplete work Not participating Fear of Failure Test anxiety Distractions Curriculum level Presentation Style Other environmental factors

  7. Presentation and Analysis of Data • Discipline Reports (Most Current) Look for patterns in the following: • Setting (time of day, location, persons involved) • Antecedent (verbal or physical interactions with peers, adults, or surroundings) • Form of the behavior (acting out, shutting down, etc.) • Consequence or payoff (power, escape, attention, tangibles)

  8. Interviews Types of Interviews • Parent Interview 1 • Student Interview 1 • Student Interview 2 • Teacher Interview

  9. Parent Interview 1 • By reviewing the parent interview first, we give the parent immediate ownership and input for this process. • While reviewing the information provided, check for correlations with teacher input. • Questions 1-5 provide updated medical information. • Questions 6-14 provide insight into the student’s home behavior and the affects of that behavior. • Question 15 provides information on parents understanding of school behaviors. • Questions 16-18 provide information regarding the students positive attributes, interests and responsibilities. • Comments- These are always interesting and sometimes helpful.

  10. Student Assisted Interviews • Complete both Student Interview forms • Both forms are suggested because they offer different information. • Student Interview 1 tells us how a student perceives school. • Student Interview 2 tells us if the student can identify his or her inappropriate behavior as well as offer any solutions he or she may have for problem solving. Interview 2 also gives us insight into the likes and dislikes of the student. • If the student cannot understand the questions, the teacher should read and/or modify the information for better understanding.

  11. Student Assisted Interview 1 • Questions 1-8 address how the student feels about his or her work. • Questions 9-12 tell us if the student feels he or she is treated fairly.

  12. Student Assisted Interview 2 • Questions 1-3 show students ability to recognize his or her elements of appropriate and inappropriate behavior. • Questions 4-7 identify possible motivators. • Probes- This should be used to further question student about elements of behavior. • Subject Rating Scale- Identifies which subject the student likes and strengths to build on.

  13. Teacher Interview • Questions 1-4 identify the problem behavior. • Questions 5-14 identify possible triggers to inappropriate behavior. • Questions 15-19 help us to identify the consequences or payoff for the student when he or she displays the inappropriate behavior. • Questions 20-23 help us to identify physiological or environmental factors that may be causing the inappropriate behavior. • Question 24-25 identify motivators for the student. • Question 26 and comments identify student strengths and attributes.

  14. ABC Charts(Antecedent, Behavior, Consequences) • Please note secondary and elementary teachers should use the designated chart. • Definitions • Antecedent- This describes who is present, where the behavior is displayed, when the behavior is displayed, and any other verbal or physical elements that may trigger the behavior. • Behavior – A description of the students’ actions and/or words. • Consequences – What occurred after the behavior was exhibited. (The big payoff or motivator for the behavior!)

  15. GRAPHS • Frequency Scatterplots • Measures how many times the behavior occurs in a specific amount of time • Duration Data Sheets • Measures how long the behavior lasts • Latency Data Sheet • Measures how long it takes the student to respond to a cue before engaging in the task respond

  16. Behavior Assessment Scales for Children-2 (BASC-2) • Parent BASC-2 • Teacher BASC-2 (A minimum of 3 teachers should complete each form.) • Use the same teachers for all forms. • Student BASC-2, if applicable • TRS-T score profile • Elements • Content scales

  17. Questions About Behavioral Function (QABF) • Parent (1 QABF form for each identified behavior) • Teacher (A minimum of 3 teachers should complete each form.) • Use the same teachers for all forms. • One QABF needs to be completed for each specific behavior addressed. • This form shows the function or motivator for each individual behavior.

  18. Completed Functional Behavior Assessment Packet

  19. Functional Behavior Assessment • “Why does this student behave the way he/she does?” Answer the following questions: • When is the behavior occurring most frequently? • Where is the behavior most likely to occur? • With whom is the behavior likely to occur? • What activities are most likely or least likely to cause the behaviors to occur? • Are there situations when the behavior never occurs? • What happens before and immediately after the behavior occurs? • What environmental stimulus is present?

  20. Wrapping Up • From beginning to end, in reviewing the FBA data, this portion of the IEP meeting will last approximately 30 minutes. Please plan accordingly. • Behavior Consultant and Resource Consultant are available to assist. • All in-service power points from this series will be on the BCBE web site. • The fourth part of the series of presentations for behavior will be presented in Moodle as well. Stay tuned!

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