Download Functional Behavioral Assessment (FBA) Process and Positive Behavior Support Plans and more Study notes Behavioral Economics in PDF only on Docsity!
F U N C T I O N A L B E H A V I O R A L A S S E S S M E N T ( F B A )
Process
Functional Behavioral Assessment (FBA) is a process
for identifying problem behaviors and developing interventions
to improve or eliminate those behaviors.
An FBA consists of information-gathering procedures that
result in a hypothesis about the function(s) that the behavior is
serving for the student. The process also results in the identifi-
cation of environmental antecedents (what happened before
the behavior occurred) and consequences (what happened
after the behavior occurred) that are maintaining the behavior.
The information gathered is used to develop an effective and
efficient behavior plan.
An FBA is generally understood to be an individualized
evaluation of a child in accordance with 34 CFR §300.
through §300.311 to assist in determining whether the child
is, or continues to be a child with a disability. The FBA process
is frequently used to determine the nature and extent of the
special education and related services that the child needs,
including the need for a positive behavior support plan.
As with other individualized evaluation procedures, and
consistent with 34 CFR §300.300 (a) and (c), parental
consent is required for an FBA to be conducted as part of
the initial evaluation or a reevaluation.
Information must be gathered indirectly through a team interview of people who have observed the behavior of the student in a variety of settings and conditions. The purpose of the interview is to review variables affecting the behavior, and then narrow the focus to those vari- ables that are important to the student. Information also should be gathered by collecting data through direct observation of the behavior across settings and times with consideration of a variety of other envi- ronmental factors (e.g., other persons present, task demands, changing conditions). Information gathered during the interview portion of the FBA identifies the type of data to collect during direct observations. A graphic representation of the data collected, written descriptions collected through structured anecdotal reports during direct observations, and the interview information result in the following:
- Development of a specific, clear description of the behavior of concern
- Identification of environmental factors such as antecedents and consequences corresponding with the behavior
- Development of summary statements identi- fying the perceived function(s) of the behavior of concern Data Based Decision Making This information serves as the basis for the development of a positive behavior support plan that changes environmental conditions (i.e., antecedents and consequences) while providing instruction in the acquisition of new, more appropriate behaviors. Throughout the baseline and intervention phases, data are collected and evaluated, and decisions are made based upon analyses of the data. Ongoing revisions to the positive behavior support plan should continue to be driven by data analyses. An FBA is generally understood to be an individualized evaluation of a child in accordance with 34 CFR §300. through §300.311 to assist in determining whether the child is, or continues to be a child with a disability. The FBA process is frequently used to determine the nature and extent of the special education and related services that the child needs, including the need for a positive behavior support plan. As with other individualized evaluation procedures and consistent with 34 CFR §300.300 (a) and (c), parental consent is required for an FBA to be conducted as part of the initial evaluation or a reevaluation.
Functional Behavioral Assessment (FBA) Steps to conducting an FBA within the context of the evaluation or reevaluation process STEP 1: INTERVIEW STEP 2: DIRECT OBSERVATION STEP 3: SUMMARY
The IEP team, including persons who have observed the behavior of the student in a variety
of settings and conditions, completes the interview questions focusing on antecedents,
behaviors, and consequences.
Data collection is accomplished through direct observation in the student’s natural environment.
Direct observation provides objective data to support or refute the interview information; thus
leading to more accurate hypothesis formation. The observation and the data collection methods
are determined by information gathered during the interview phases.
The IEP team summarizes the interview information and the data collected during direct
observation to form one or more hypotheses identifying the function(s) the behavior is serving
for the student. The IEP team uses this information to build a positive behavior support plan.
Ongoing analyses of data collected during the intervention phase of the positive behavior
support plan guide the team in measuring progress and making necessary revisions.
FBA Worksheet
STEP 1: FBA INTERVIEW
Instructions : When the answer checked is YES, add details on the lines provided. List strengths of the student (such as academic, social, physical, family assets): Description of the Behavior of Concern (specifically describe what the behavior looks and sounds like): Physiological and Medical Factors:
- Could the behavior be the result of a medical or psychiatric condition or any form of physical discomfort? o NO o YES
- Could the behavior be related to a side effect of medication? o NO o YES
- Could the behavior be the result of some physical deprivation condition (thirst, hunger, lack of rest, etc.)? o NO o YES
Student Name: Date:
School: Grade: DOB:
Educational Program Description:
FBA Worksheet o Social Skills: The student has difficulty acquiring and/or maintaining peer friendships. The student often withdraws from social interaction. The student is often verbally and/or physically aggressive in social interactions. o Communication Skills: The student has difficulty requesting what he/she needs, including items, activities, attention, information, changes in the environment, or help. He/she has difficulties in conversational skills and answering questions, understanding nonverbal or verbal language, or following directions. o Organizational Skills: The student has difficulty organizing school supplies, study area, time or projects, organizing class notes, or dividing assignments into tasks. o Self-Regulation Skills: The student has difficulties staying on-task; completing work assignments; handling stressful situations; calming self when agitated; following rules; or difficulty transitioning between activities, places, or people. The student has difficulty with problem solving. o Study Skills: The student has difficulty studying for tests, taking tests, taking notes from lectures, or using studying techniques. o Motor Skills: The student has difficulty with gross motor skills (e.g., running, raising arms, putting feet together, squatting, bending at waist) or fine motor skills (e.g. pointing, counting with fingers, holding a pencil/pen, holding a fork/spoon, pressing a computer key, using a mouse. The student has difficulty imitating others’ actions. o Functional Skills: The student has difficulty performing activities of daily living (e.g., eating, dressing, toileting, grooming). o Play Skills: The student has difficulty actively exploring activities/toys in their environment (inside or outside) to play with during leisure time, playing with the items as designated, or engaging in interactive play with peers during activities. Consequence Factors:
- Does the behavior allow the student to gain something? A. Preferred activities or items? Indicators: The behavior often occurs when the student sometimes or always regains an item or activity that has been taken away or terminated. The behavior often occurs when the student sometimes or always gains access to an activity or item that the student was told he/she couldn’t have. The behavior rarely occurs when the student is given free access to his or her favorite items or activities. o NO o YES B. Peer or adult attention? Indicators: The student frequently approaches others. The student frequently initiates social interaction. When the behavior occurs, someone usually responds by interacting with the student in some way (e.g., verbal reprimand, redirection, comforting statements). The behavior rarely occurs when the student is receiving attention. o NO o YES
FBA Worksheet
- Does the behavior allow the student to postpone, avoid, or escape something such as task demands, social interaction, etc.? Indicators: The behavior often occurs when the student sometimes or always postpones or escapes the task demands placed upon him. The behavior rarely occurs when few demands are placed on the student or when the student is left alone. The student is often noncompliant when asked to complete tasks, and the student sometimes or always postpones or escapes the tasks. The behavior often occurs prior to predictable demands and the student sometimes or always avoids or postpones the tasks. o NO o YES
- Does the behavior provide stimulation as an alternative to the student’s lack of active engagement in activities? Indicators: The behavior occurs frequently when the student is alone or unoccupied. The student seems to have few known reinforcers or rarely engages in social interaction activities. When the student engages in the behavior, others usually respond by not attending to the behavior. o NO o YES
FBA Worksheet
STEP 3: SUMMARY
List strategies used in the past and note their effectiveness: Antecedent (prevention) strategies: Consequence strategies: Direct Observation Summary (attach graphic representation of observation data collected)
- Describe how often the behavior of concern occurs, how long it lasts, and at what intensity it occurs.
- Describe any patterns to the occurrence of the behavior of concern (consider the time of day, location, and others involved). Antecedent and Consequence Factors
- Describe the antecedents that are present when the behavior of concern occurs.
- Describe the consequences that appear to be maintaining the behavior of concern. Hypothesis Regarding Function of the Behavior of Concern (The team may identify more than one hypothesis.)
- When (antecedent to behavior of concern) , (student) (behavior of concern) in order to (perceived function of the behavior).
- When (antecedent to behavior of concern) , (student) (behavior of concern) in order to (perceived function of the behavior).
