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Functional Behavior Assessment

Functional Behavior Assessment

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Functional Behavior Assessment

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  1. Functional Behavior Assessment

  2. What is the “function” of an FBA? Process for identifying… • The purpose or function of the behavior. • The variables that influence the behavior. • Components of an effective behavioral intervention plan.

  3. The function of the FBA • A system for gathering data about the antecedents and consequences of specific behaviors, developing a hypothesis about the function of the behavior, and implementing and evaluating a behavior intervention plan.

  4. Why do we need to complete an FBA? • Prediction of future problems • Helps with programming for the student • Better understand the behavior • Supplies data to write Behavior Intervention Plan • Allows us to have data to report progress • Tool when current “guessing why” approach is not working • Legal requirement

  5. When do we need to complete an FBA? • When the student continuously exhibits challenging behaviors that probably will not improve and most likely will continue to deteriorate/escalate. • Is the misbehavior occasional or pervasive? • How does the behavior compare with peers? • Is the student’s behavior responding to typical classroom interventions? • Can you predict the behavior, are there special circumstances for the recent behavior, do you expect the behavior to naturally diminish over time?

  6. When do we need to complete an FBA? • When what we are currently doing is not working. • The student or others are at risk for harm or exclusion. • Due to repeated and serious problem behaviors. • If the student’s behavior is interfering with his/her learning or that of others. • When it is legally required.

  7. What do we want answered from the FBA? • Useful questions to guide the discussion. • What happened-describe the behavior • What happened right before “the” behavior? • Is there a pattern” • What are the facts? • What do you think? • What does the student say? Ask • What part does the disability play? • What does the student “get” from the behavior? • What part do adults play in maintaining the behavior?

  8. To summarize, an FBA • It is about the analysis of the relationship between the behavior and the environment. • To understand the reasons or functions for the behavior • Arranging consequences to promote the learning of replacement skills • Act upon the information and write effective goals. • If the student’s behavior is interfering with his/her learning or that of others, the IEP must address that behavior. • An FBA supplies data for appropriately addressing a student’s behavioral needs.