FBA and PBS

1
FBA and PBS
2
The Competing Behavior Pathway
Maintaining Consequence Reinforce
Function
Setting Event
Setting Event Increasing Chances of
Problem behavior
Function purpose of the behavior
3
Basic Functions of Behavior

• Sensory- sensation, auditory stimuli, visual
  stimuli, taste (ex wave hand, drawn to light)
• Escape- avoiding a given situation( ex I dont
  like to read, so I have a behavior problem during
  reading)
• Attention- a student gain attention when a
  problem behavior is preformed (ex talking in
  class- peer joke around with student)
• Tangible- a behavior is preformed in order get an
  item (a boy screams to get a toy)

4
Behavior Pathway Summary
Natural Reinforcing
Behaviors
Desired Increase On Task Behavior
Consequence Reinforcement and attention
Setting Event Perceived Task Difficulty
Antecedent Academic Demand, Directions
Reinforcing Consequence peers laugh, teacher
gives extra time
Problem Disruption, Off Task
Function Attention
Acceptable Be in seat with less disruption
5
Summary Statement
Antecedent Problem Behavior Maintaining
Consequence Function When given an academic
demand that is difficult or confusing to
Cassandra, she becomes off task and then
disruptive which results in gaining attention and
avoiding the task.
6
Multi-component Behavior Intervention Planning
7
(No Transcript)
8
Behavior Pathway Summary
Behaviors
Maintaining
Desired Increase On Task Behavior
Consequence Reinforcement and attention
Setting Event Perceived Task Difficulty
Antecedent Academic Demand, Directions
Consequence peers laugh, teacher gives extra time
Problem Disruption, Off Task
Acceptable Be in seat with less disruption
9
Setting Event Strategies

• These are strategies that are designed to support
  students who have obvious setting events
• Setting event- family arguments in the morning-
  setting event strategy- counseling support
• Setting event-perceived academic
  difficulty-setting event strategy- one to one
  tutoring prior to instruction (to build skill and
  confidence)

10
Key Strategies in FBA (Stage Quiroz, 1998)

• Antecedent Strategies
• Cueing Prompting
• Self-monitoring (has elements of reinforcement
  and behavior teaching)
• Instructional Modifications
• Behavior Teaching
• Social Skills Instruction
• Consequence Strategies
• Differential reinforcement of Alternative
  behaviors
• Differential attention
• Individual or group contingencies using positive
  reinforcement

11
Antecedent Strategies

• Strategies we use proactively
• prior to the behavior problem occurring
• Setting Events Strategies are also antecedent
  strategies, but occur in the setting where the
  setting event originates.

12
Antecedent Strategies

• Stimulus Cues- This strategy involves giving the
  student clear cues, signals, reminders, or an
  outline of expectations before the behavior will
  be required, in order to set the student up to be
  successful (i.e. The teacher says, Remember
  students who are in their seats quietly will be
  asked to line up for recess.).

13
Antecedent Strategies

• Instructional Modifications- This strategy
  involves changing instructional presentation or
  work requirements of a student in order to make
  it easier for the student to successfully
  complete a task or an assignment. (i.e.,
  requiring only 1/2 the number of math problems,
  tape recording story ideas etc.).

14
Behavior Teaching Strategies

• These strategies give a student a clear
  understanding of what behaviors are expected to
  be considered appropriate or successful. They are
  designed to replace the problem behavior or give
  the student new skills to meet their needs.
• Define It, Teach It, Model It, Practice It, and
  Reinforce It- regularly!

15
Behavior Teaching Strategies

• Note In order to be successful a student should
  receive instruction about any strategy or
  expectation utilized in a behavior support plan.
  Remember, before you can expect a student to
  demonstrate a behavior you must
• Define It, Teach It, Model It, Practice It, and
  Reinforce It- regularly!

16
Consequence Modification Strategies

• These strategies occur AFTER a behavior and serve
  to increase or maintain it. Examples are
• Differential Reinforcement of Alternative
  Behaviors - This strategy involves the teacher
  providing reinforcement for appropriate behaviors
  while not responding to problem ones (i.e. The
  teacher gives a desired token to the student when
  she sees the student working at the assignment
  rather than when the student is not working).

17
Consequence Modification Strategies

• Group Contingencies- This strategy is used when a
  student CAN perform a skill but chooses not to
  and the student is motivated by peer attention.
  It involves creating a plan in which a group can
  earn a specific reinforcer for reaching a
  specific criteria (e.g. earning a pizza party
  after every student has turned in all assignments
  for a month.).

18
Consequence Modifications Considerations

• The best reinforcers are connected in some way to
  behavior function
• This may not always be possible
• Antecedent strategies and skill based (Behavior
  teaching) strategies tend be more successful than
  consequence strategies

19
Using FBA and PBS

• Draw and complete a Pathway for a student from
  your group
• Write a Summary Statement
• Antecedent, Behavior, Consequence intervention
  (Setting event if you think it applicable)

20
Part II