Functional Behavior Assessment

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Functional Behavior Assessment

• The foundation of behavior intervention planning
• Kathy Kiniry

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Functional Behavior Assessment

• Process of gathering information to assist the
  team in understanding the function (purpose) of
  the target behavior.
• Understanding function of behavior allows
  teaching of more effective and or efficient
  behavioral alternatives

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Functional Behavior Assessment

• A method for identifying the variables that
• 1. Reliably predict the target behavior
• 2 Maintain the target behavior

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Replacement Behavior

• Those behaviors that serve the same function as
  the undesired behavior
• What we rather a student do

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Our intent should not be keeping students away
from getting what they want, but figuring out
what they want and teaching them more efficient
ways to get it
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Functions of Behavior2 General Purposes

• 1. To get something
• Attention
• Objects
• Power
• Self-stimulation
• Want

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Function of Behavior purpose

• 2. To escape or avoid something
• Tasks
• Embarrassment
• Situations
• Persons
• Failure

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A Good Functional Behavior Assessment

• Will assist the team in the development of a
  Behavior Intervention Plan by identifying whether
  the target behavior is a
• Skill Deficit
• or
• Performance Deficit

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Skills Based Deficit

• Student has not learned to perform the given
  behavior. The behavior is not part of the
  students repertoire
• Coping skills
• Getting along with others
• Accepting feedback
• Making friends
• Academic skills
• Following directions

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Performance Deficit

• Student possesses the skills , but does not
  perform it under the desired circumstances
• Getting along with others
• Staying in class
• Following directives
• Keeping all materials together

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Where to begin

• To determine if the behavior is a skill or
  performance deficit, we must have evidence to
  support the determination

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TARGET BEHAVIOR

• The behavior that is interfering with school
  progress. The target behavior must be
• Observable
• Able to be counted
• It takes time to really identify the target
  behavior.
• Examples

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Observable behavior

• Running out of the classroom
• Arguing with the teacher
• Hitting others
• Not following adult directives
• Swearing
• Throwing desks
• Refusing to follow instructions (puts head down)

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Non-observable behavior

• Disrespectful
• Disruptive
• Annoying
• Pain
• Non-compliant
• Disobedient
• Rude

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How do we know????

• After the target behavior is identified.
• Triangular Assessment

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Triangular Assessment

• Data Collection
• Observation of target behavior
• Existing sources aligning target behavior
• Indirect assessments aligning target behavior

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DIRECT OBSERVATION TARGET BEHAVIOR

• INDIRECT
• ASSESSMENTS
• Interviews
• Behavior Rating
• Scales
• Checklists

• Existing Sources
• Point sheets
• Attendance Records
• Incident Logs
• Level System Data
• Psychological Records

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How can we manage this??

• TEAM WORK

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Direct Observation

• Observation of the target behavior
• ABC Format
• Counting
• Observation should only last for 15 minutes
• Should be in more than 1 setting
• Observe in a setting where the problem behavior
  does not occur

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Collect all information

• After all the information has been collected.
• Consider all the information
• Find common themes
• Did the team target the right behavior?
• Is there a pattern?
• DO we have enough information or DO we need more?
  If so, what do we need. A re-eval may be needed
  to collect additional information.
• Do we have enough to identify the function

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Its all about the function

• When (summarize the antecedents/triggers)
• This student (the problem behavior)
• In order to (summarize payoff)

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Process Example

• Target Behavior
• Kathy is verbally aggressive toward peers

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What we learned from the FBA

• Student eats alone, has no peer group
• Discipline slips related to incidents with peers
• Observations support problems with peers on
  playground, lunch room and during classroom
  transitions
• Interviews indicate no friends after school, not
  involved in outside activities, student states
  no one likes her

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Hypothesis.

• During non-structured time with peers Kathy will
  verbally banters (escalates to intervention by
  teacher) with others in order to gain attention
  from them.

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Skill or Performance?

• Does Kathy have the skills to get along with
  other? Site evidence
• Does Kathy have the needed skills, but does not
  perform them in the desired situation. Site
  evidence

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Skill or Performance
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Skill Deficit Plan Performance
Deficit Plan

• Skill Deficit
• The plan becomes instructional
• Teach new skills that are not acquired or need
  practice
• Includes reinforcement

• Performance Deficit
• The Plan needs to motivational
• Tied to individual motivators

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Which is it?

• Lets do the plan!

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Replacement Behavior Kathy will interact with
peers in a friendly manner

• Participate in school friendship club
• Meet with counselor/teacher to discuss how to be
  a friend
• Kathy will keep of journal of practice situations
• Informal commitment from Kathy to try to use
  friendship skills in a natural setting
• Parents will be provided with books for reading
  at home related to friendship
• Kathy will receive tokens for using her new
  skills, token may be used for a menu of rewards
  weekly

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William 9th grader

• Target Behavior- Refusal to complete assignments-
  escalates until student walks out or puts head
  down
• FBA process checklist complete

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Results of FBA

• Written work is illegible
• In resource for written expression-
• Below Basic on ELA PASS past 3 years
• Slow to copy from board- unreadable
• Spelling skills on the 3rd grade level
• Completes reading tasks, short answer, T/F,
  multiple choice
• Does well in math and science, drafting
• Interview with student- hates English- cant
  write

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Skill Deficit or Performance Deficit

• Evidence

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The PLAN

• Replacement Behavior William will attempt to
  complete written assignments using the following
  supports
• Note taking template
• Copy of notes
• Additional time for editing
• Seek assistance from teacher if needed at the end
  of class

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Suggestions for Skill and Performance Deficits

• Skill Deficits
• Teach the skill directly
• Definition
• Examples
• Models
• Practice
• Positive outcomes

• Performance Deficits
• Behavior Management system with strong
  home/school collaboration
• Daily behavior logs withpayback daily or weekly
• Behavior Contract with payback included
• Level System

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Points to consider..

• Some disabilities have very specific behaviors
• Autism
• Anxiety disorders
• Poor social skills

• Staff must be trained on specific strategies to
  support students.

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FeeDback..

• Teachers need feedback
• If we see a teachers behaviors increase or
  decrease problem behavior we must discuss it with
  them or share decreasing behaviors with other.
• Like students, teachers are doing the best they
  can with the tools they have.
• Train them on effective strategies
• Fill their toolbox
• Be sure they continue to provide Professional
  Development, its tough out there!

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Questions

• Thank you!
• kathykiniry1_at_me.com
• 843-224-7852