Functional Behavioral Assessment and Positive

Behavioral Supports

2009 Inclusion Facilitator Network

Outcomes Participants will understand how the increase in

challenging behavior is impacted by increasing school and student demands

Participants will be able to discuss prevention strategies prior to referral for Functional Behavioral Assessment

Outcomes Participants will be able to articulate the

necessary components of a Functional Behavioral Assessment and an Individualized Positive Behavioral Intervention Plan

Participants will be able to share strategies with school teams based on specific functions

Think, Pair, Share…

Turn to a partner and discuss:

Why is your team or your school seeing such an increase in challenging behavior?

Share back to the audience the top two reasons you and your partner are seeing an increase in

challenging behavior.

Why so many challenging behaviors?

Increased rigor ◦Full day Kindergarten

Auditory Instruction Limited movement breaks Needed professional

development◦Differentiating instruction◦Collaboration

Increasing Demands for School Teams

Rigorous curriculum Less flexibility in

schedule Need to differentiate Reading interventions Multiple assessments

Considerations

Look at the physical environment ◦Too noisy? ◦Too many distractions?◦Physical structure?◦ Schedule need to be

adjusted?

Considerations Look at the social

environment◦Safety?◦Behaviors taught and

reinforced?◦Each child valued?◦Choices?  ◦Incentives?

Class Individual

◦Are children taught skills to replace typical “problems”?

Considerations Look at the

curriculum◦Challenge level

Too high? Too low?

◦Pacing? Slow Fast

◦Variety of learning modes?

◦Variety of groupings?

Considerations Is motivation a factor?◦ Is the child reinforced for

incompatible behaviors?◦ Individualized

reinforcers?◦ Student interests

reflected? Activities Materials

◦ Is there home-school coordination of reinforcement?

Considerations Classroom

management?◦Multiple students in a

class are having difficulty?

◦“Problem” student changes

◦Confusing expectations?

◦Noise level is frenetic, not “busy”

Priority? Only one child in

the class having difficulty meeting social and behavioral expectations?

Change in behavior? Is behavior problem

in one setting? Which one or two

“problem” behaviors to be addressed?

3-2-1 Activity Think of 3 considerations you or your team

would like to address and change before referring a student for an FBA.

Think of 2 things you learned about how you might change the curriculum or how it is taught that will reduce challenging behavior in your school.

Think of 1 social skill all the students in your class or school need further instruction about.

What to Do? Hierarchy of

Intervention ◦ School-wide social skills

training◦ School-wide incentive

programs◦Class-wide social skills

instruction◦Class-wide incentive

programs◦ Individual student

intervention

What to Do?

School-wide Proactive Programs◦Character

Education◦Check and Connect

Program◦PBIS

What to Do? Class Wide Interventions◦PBIS◦ Second Step TM

◦Why Try TM

◦Anti-bullying curriculum◦Class wide incentives◦Positive praise for all

students◦ Ignoring minor infractions◦Use of active learning

When all else fails…Try Individual Positive Behavior Support!

Behavior support is the redesign of environments, not the redesign of individuals◦Pay as much, or more, attention to what happens

between problem behavior bouts as to what happens during instances of problem behavior. (Edward Carr)

Positive Behavior Support plans define changes in the behavior of those who will implement the plan.

First… Functional Behavioral Assessment Functional behavioral

assessment is a process for…◦Operational definition◦Predictors of problem

behavior◦Maintaining behaviors

(function).

What are they trying to communicate

via their behavior?

What are Functions of Behavior? Get or Obtain◦ Social Attention

Peer Adult

◦Things or Activities Preferred item Preferred toy Preferred Activity

◦ Sensory Stimulation

Escape or Avoid◦ Social Attention

Peer Adult

◦Things or Activities Non-preferred item Non-preferred activity

◦ Sensory Stimulation

What might the student be communicating?

1. Given an instruction2. Prevented from doing

something3. Not receiving any

attention4. Something is taken away5. Transition to a new

activity6. Has nothing to do7. Waiting for help or

instruction8. Task given is beyond skill

level9. Low Interest materials

presented

1. “I don’t know the answer”

2. “I really want to do that!”3. “Pay attention to me”4. “Hey, Give me that it’s

mine!”5. “Where am I going? I’m

happy here.”6. “I’m bored”7. “I don’t know what to do”8. “This is too hard, I can’t

do it”9. “This is boring”

Who is responsible for FBA?

The Collaborative Team!!!

Effective Components of FBASetting Events and Antecedents

(what happens before the behavior occurs)

Personnel / peersLocation GroupingActivity

Auditory driven instructionActive learning / Cooperative learningAcademic content

Effective Components of FBAChallenging Behavior Event

(what actually happened)

Observable & measurable How often (frequency); how long (duration); how long between (latency), or intensity?What time(s)?When is the challenging behavior not occurring?

Effective Components of FBA

Consequence (What happens after the challenging behavior occurs)?◦Staff response ◦Student response

Outcomes of a Functional Assessment

Operational definitions of problem behaviors Identification of events that reliably predict

occurrence and non-occurrence of challenging behavior

Identification of what is maintaining functions Hypothesis statement based on direct observation

data

Support Plan Design Intervention Procedures (Positive Supports to

Prevent the Behavior from Occurring) Prevention (Make problem behavior

irrelevant)◦ Schedule ◦ Use of a ‘break card’◦ Sensory input◦ Choices around assignments◦ Changes to physical environment ◦ Curriculum including content& sequence◦ Meaningful instruction

Seeking AttentionAttention seeking behavior results when students aren’t getting the recognition they feel they deserveAdult or peer attention

Positive behavioron taskcompleting work

Negative behavior Calling outRefusing to work without teacher supportAsking irrelevant questions

Strategies for the Attention Seekers…

Acceptable ways of gaining attention

Earn time with desired or preferred person

Provide a peer support or buddy

Use reminders Reinforce the correct

behavior frequently

Escape & Avoidance Students may engage in

Escape/Avoidant behavior when he or she has:◦The need for movement ◦ Structure & organization

of classroom is poor May need routine,

predictability, and clear expectations

Skill deficits◦ Instructional demand

doesn’t match ability◦Maintain status

Feelings of inadequacy◦Refuse to participate ◦Withdraw

Request to be left alone

Strategies for Escape/Avoidance Opportunities for

movement Increase predictable

routines Break tasks into smaller

parts Recognize achievement Provide choices Provide support

Seeking Sensory Stimulation A student displaying

challenging behaviors to achieve sensory stimulation to:

Reduce anxiety Focus and attend to task Relieve boredom or frustration Fulfill a sensory need May be over or under

stimulated in certain environments

Strategies for the Sensory Stimulation seeker… Provide settings for over and

under stimulating situation within the classroom

Utilize social stories appropriately access

student’s preferred reinforcers

Decrease demands Teach students techniques to

reduce stress

Support Plan Design Teaching New Skills / Replacement

Behavior (Make problem behavior inefficient)◦ Replacement skills ◦ Social stories ◦ Ask for assistance◦ Self-management log / schedule◦ Adaptive skills◦ Not just what we want them to do but will

serve the same function

Support Plan Design Consequence

Interventions◦Prevent

reinforcement of problem behavior

◦Increase reinforcement of replacement behaviors

Negative consequences◦Use of socially

acceptable punishers ◦Do not use negative

consequences that result in pain, humiliation or tissue damage

Support Plan Design Safety Plan/Crisis

Plan (if needed)◦Prevent damage to

people, property◦Prevent reward of

problem behavior◦Prevent “defining”

events◦Members of team

have assigned roles and responsibilities

Evaluation and Assessment◦Define what information will

be collected◦ Identify who will collect the

information◦Define when and how the

information will be used for decision-making.

◦Decide how often it will be reviewed.

Communication with Family Can provide valuable

information during assessment

May share effective strategies

Home-school reinforcement

Why Do Interventions Fail?

Bad data Outcomes not measurable Low quality plan Poor implementation Lack of monitoring Inadequate support Failure to implement/adopt

function-based approach

Resources Carr, E., Levin, L., McConnachie, G., Carlson, J., Kemp, D., and

Smith, C. (1994). Communication-Based Intervention for Problem Behavior: A User’s Guide for Producing Positive Change. Brookes Publishing, Baltimore, MD.

Crimmins, D., Farrell, A., Smith, P., Bailey, A. (2007). Positive Strategies for Students with Behavior Problems. Brookes Publishing, Baltimore, MD.

Froyen, L. and Iverson, A. (1999). School-wide and Classroom Management: The Reflective Educator Leader. (3rd Edition) Prentice-Hall, Upper Saddle River, NJ.

Resources Jackson, L. and Panyan, M. V. (2002). Positive Behavioral

Support in the Classroom: Principles and Practices. Brookes Publishing, Baltimore, MD

McIntosh, K., Chard, D., Boland, J., and Horner R., (2006). Demonstration of combined efforts in school-wide academic and behavioral systems andincidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavioral Interventions Vol. 8 (3).

Kern, L., Gallagher, P., Starosta, K., Hickman, W., and George W. (2006). Longitudinal outcomes of functional behavioral assessment-based intervention. Journal of Positive Behavioral Interventions Vol. 8 (2).

Websites of Interest:

http://rrtcpbs.fmhi.usf.edu/ http://www.pbis.org/ http://challengingbehavior.fmhi.usf.edu/ http://www.polyxo.com/documents/#fba http://www.teach-nology.com/currenttrends/

functional_behavior/