Functional Behavioral Assessment

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 Teams Decision Regarding
  Reevaluation Additional Data
• Complete Notice and Consent for Reevaluation

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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
  students behavior?

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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)

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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

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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)

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Interviews

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

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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 students
  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.

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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.

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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.

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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.

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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.

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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!)

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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

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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

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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.

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Completed Functional Behavior Assessment Packet
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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?

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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!