Positive Behavioral Supports

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Positive Behavioral Supports
Functional Behavioral Assessment
Module 3 2004
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Multimedia Development Design Bette
Greer Betsy Stanwood
Content Advisors and Activity Design
Anne Goins Cathy Hooper-Newlin
Suzanne Rilling
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What is Positive Behavioral Support?
PBS focuses on PROACTIVE support strategies that
reduce the likelihood of problem behavior and
allows individual students to be as independent
and successful as possible in the school setting.
It encompasses a range of strategies from
systemic to individual supports.
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Positive Behavioral Support
Universal
Targeted
Intensive

• School-wide PBS
• System wide procedures
• School wide systems
• - Classroom systems
• - Non classroom systems
• Student Support Team
• - Proactive management
• ideas
• Informal/formal data
• collection and evaluation
• Protective Factors
• / Resiliency

• SST / IAP / IEP
• Intervention Plan for
• Student Success
• IAP or IEP
• Functional Behavior
• Assessment
• Behavior Intervention Plan
• Data collection, assessment,
• observation
• Mental Health in the
• Schools

• SST / IAP / IEP
• -Formal evaluation
• -Functional Behavior
• Assessment
• -Behavior Intervention Plan
• Manifestation Determination
• Change in Services
• Determination

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What is a Functional Behavioral Assessment?
A method of identifying the social,
affective, and environmental factors that
reliably predict and maintain behaviors that
interfere with learning.
Its purpose is to determine a target behavior
that will be the focus of intervention on a
Behavioral Intervention Plan.
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What triggers a FBA?
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Building Blocks of the FBA Process
Develop Hypothesis
Identify Function of Target
Behavior
Analyze Data

• Antecedent

• Behavior

• Consequence

Collect Data

• Target Behavior

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The Behavior Cycle
ANTECEDENT
CONSEQUENCE
BEHAVIOR
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1st Block of the FBA Process
Collect Data
FREQUENCY DATA SHEET
Student ______________ Teacher
_________________
EXAMPLES -After fire drill -Day after return from
holiday -No medications 
EXAMPLES -Refuses to work -Talks out -Out of seat
EXAMPLES -Students (all class) -TA (CM) -T (BS)
1030 - 1225
TA walks to student prompts verbally Get Busy
6/14/04
Regular class/ Math lesson
NHCS PBS 3 Tool
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2nd Block of the FBA Process
Analyze Data
Identify antecedent or factors noted
prior to the behavior
Summarize behavior, noting level of
intensity and specific patterns, using
information from Frequency Data Sheet
(NHCS PBS 3)
Identify consequences or events that follow
the behavior
Define the target behavior (NHCS PBS 4)
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A Target Behavior is . . .
Analyze Data

• a specific behavior that
• needs to be replaced

OR

• a cluster or combination
• of behaviors that are
• related to one another
• and are a part of the
• target behavior

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Some Cluster Behaviors of
Blurting out
Impulsivity
Invading the space of others
Quick to anger
Talking Out
Aggression
Analyze Data
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NHCS FBA Tool
New Hanover County
Schools Functional
Behavioral Assessment (FBA) Name
Review Students
Strengths Review Target Behavior
(PBS 4) (Include setting/situation where target
behavior is less likely to occur)
Antecedents Communication
(understand instructions/ make
needs known?) Verbal instruction given to
class Environmental/Classroom
(over-stimulated/noisy/crowded?) Regular Math
class Academic/Instructional (too easy/too
difficult/not interested/
unorganized/large group/
independent work?) Class is asked to begin
independent work on assignment after instruction
given and example shown on board Setting
Events (response to command/transition/change
in routine/unstructured/bus/
time/person/subject?) Teacher walks to students
desk-asks student to get busy
Consequences Loss of Privilege (what kind?
school? home?) No free time after lunch/no
phone or video games at home Detention (how
long? What kind? of tms?) Lunch (3) After
school (1) Removal from Class (bounced? of
tms?) Bounced (2) Restitution (what
kind?) Book repair/work in library
Other Phone call to parent
Behavior Mild Student sits and
stares at book / worksheet-no move to begin
assignment- starts drawing on worksheet or puts
head down on desk Moderate When teacher
asks to get busy, student makes comment under
breath. When asked what said, denies saying
anything and loudly accuses teacher of
Bothering him. Says work and teacher are
dumb. Severe Student shoves book and
worksheet off desk and uses profanity. Student
shoves desk, gets up and stomps our of class.
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ACTIVITY TIME
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3rd Block of the FBA Process
Identify Function
Target Behavior
Attention

Power
Escape/ Avoidance
Self Stimulation
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Functions of Behavior
Target Behavior
Pos Reinf
Neg Reinf
Escape/ Avoidance
Self Stimulation
Attention
Power

• For
• Control
• Intimidation
• Vengeance

• From
• Peers
• Staff
• Preferred
• Adult

• Of
• Person
• Activity
• Classroom

• To reduce
• Anxiety
• Fear

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4th Block of the FBA Process
Develop Hypothesis
A hypothesis statement summarizes the teams
analysis of the behavior. It is a statement of
what the student is doing and why the student
is doing it.
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Hypothesis Format
Develop Hypothesis
in Math class
When student is
SETTING and
ANTECEDENT / CONTEXT he typically
responds by
BEHAVIOR to
gain FUNCTION
teacher asks class to do independent work
not attempting work/ using
disrespectful language/aggressive actions
escape from doing work
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ACTIVITY TIME
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What did you learn?
1. A Functional Behavioral Assessment (FBA) is a
method of identifying different factors that
reliably and
behaviors.
maintain
predict

• There are and
  triggers for
• completing a FBA.

proactive
reactive

• Behaviors are maintained through a cycle of
• events, the
  and
• .

antecedent
behavior
consequences
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What else did you learn?
4. The four blocks of the FBA process are to
and

collect data,
analyze data,
identify function of target behavior,
develop hypothesis.

• A behavior is a specific behavior
• or cluster of related behaviors that need to
  be
• replaced.

target

• Attention, avoidance, power and self-stimulation
• are possible of a
  behavior.

functions
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AND What else did you learn?
7. A hypothesis statement tells the
student is doing and he is
doing it.
what
why
8. A special cause factor that may prevent a
team from developing a hypothesis
statement is a specific time
incident being considered for

one
long-term suspension.
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Resources

• NHCS Positive Behavioral Supports Training
  Modules
• NHCS Student Support Intervention System Manual
• Web Resources
• -www.pbis.org
• -http//cecp.air.org
• -www.udel.edu
• -http//darkwing.uoregon.edu/ttobin/
• (Click on Case Study)