Behavior Management

EDUL 6024

Functional Behavior Assessment (FBA)

Components

Purpose of FBA-

-to determine the function of behavior (what motivates the behavior)

-gather information for behavior intervention planning

Common Functions:

To gain attention

(attention- based)

Watch me
Am I doing okay?
I need help
I want you to talk to me

To get something

(attention-tangibles)

I want to play outside
I am hungry
I want what she has
I want choices

To get out of things

(escape-based)

This is too hard
I don't understand
This is boring; I've done it before
I need a break
I'm sick or tired; I don't feel like doing this
I want control

To get or get out of sensory

(input/overload- internal)

I like doing this; it is fun
I like doing this; it is calming
I feel antsy; I need to get up and move around

This noise is making me crazy; I need my headphones
My skin is crawling; I need pressure

A FBA needs to be completed when the student's behavior is interfering with learning or the learning of others.

COMPLETING THE FBA FORM

1. TARGET BEHAVIOR:

Identify/ define the target behavior (use observable terms)

Collect data on the target behavior

• Determine type(s) of data needed (based on individual's needs); Antecedent-Behavior-Consequence (ABC) data is recommended when appropriate

• Set up the data collection (if appropriate see handout- Guidelines for ABC Data Collection )

• Collect the data- gather information about the conditions in which the behavior occurs

Note: Make sure the data sample is adequate; a minimum of 10 behaviors is needed to analyze patterns or trends

(5 - 10 day sample is usually sufficient-but may vary depending on the rate of behavior)

• Analyze the data- determine what patterns or trends are evident from the data collection

Record the information on the FBA under question 1.

• Record the definition of the target behavior

• Describe the behavior(s)

-frequency, duration, and/or intensity

-report this information from the data analysis

• SETTING EVENTS AND CONDITIONS:

Setting Events- increase the likelihood that behavior will occur

• Determine what, if any setting events contribute to the occurrence of the behavior

Information may be obtained from other sources

-data analysis

-record review/discipline records/ social history, etc.

-talking with others (parents, teachers, bus drivers, etc.)

b. Describe this information for question 2 on the FBA.

c. Some examples- lack of sleep, fight on the morning bus ride, forgot to take medication, change in the schedule, etc.

Identify conditions associated with the occurrence of the problem behavior

• List location, time of day, any specific people or

activities, and environmental factors when behavior is most likely to occur

• List location, time of day, any specific people or activities, and environmental factors when behavior is least likely to occur

• Use the data analysis or other sources of information; complete the chart under the FBA's question 2 to record this information

• TRIGGERING ANTECEDENTS:

The triggering antecedent(s) occur just before the behavior

• Refer to your data analysis to identify the pattern

• Record summary of the antecedents for question 3 on FBA.

Ex. Student is waiting for his turn, teacher gives a direction or transition

Predictors or indicators are subtle signs that occur before the behavior

Frequently overlooked but may be noted once data collection begins
Sometimes more noticeable to others
Record this information under FBA question 3 if known

Ex. Student's face turns red, student clinches fist, rips up paper, or mumbles under breath, etc.

• MAINTAINING CONSEQUENCES (FUNCTION):

Maintaining consequences occur immediately after a behavior and indicate the function (what the student is getting out of the behavior)

• Refer to your data analysis to identify the pattern

• Record a summary of the consequences for question 4.

• Indicate what the student gains or loses (the function of the behavior) for question 4 of the FBA

Ex. Student is reprimanded (may indicate the function is attention), student is sent to the office (may indicate the function is escape from work task)

• SUMMARY STATEMENT (Hypothesis):

On the FBA, summarize questions 2 (setting events) and 3 (triggering antecedents) to explain what usually happens before the behavior
Indicate the target behavior from question 1 on the FBA
Summarize question 4 (maintaining consequences and function) to explain what usually happens after the behavior

The following is a handout from the county on BIPs.

Behavior Intervention Plan (BIP)

Components

Before writing a Behavior Intervention Plan you MUST complete a FBA.

COMPLETING THE BIP FORM:

Review of the Summary Statement (# 5) from FBA:

Describes the relationship of the antecedent, behavior and consequence (in questions 1, 2, 3, & 4)
Use this hypothesis information to design the BIP

Review the conditions from the FBA (on chart in question 2) to utilize during the development of the BIP

An OPTIONAL Competing Pathways Worksheet is available

Target Behavior:

Copy from question 1 on the FBA

Developing the BIP:

Conduct a team meeting to review the FBA and discuss the following components of the BIP

Team- includes parent, teacher, other support staff and student when appropriate (document in minutes of meeting)

Include people responsible for implementing the plan
Minimum of three people is encouraged
Document parent contact regarding scheduling
Keep minutes of the meeting including those in attendance

• Desired Behaviors and Function (Reinforcer):

Purpose- identifies the long term goal and reinforcers

A 1. What is the projected outcome of the BIP?

(Behavior that is expected; for example- homework is given > student completes homework > grades improve)

A 2. What will reinforce the student? Will reinforcement be naturally occurring?

• Antecedent Modifications:

Purpose- sets up situations or the environments for student success

B. What prevention strategies will be used so student is successful?

Consider-

• Removing a problem event

Ex. Avoid difficult assignments as independent work

Avoid repetitive task- i.e., writing words ten times each

• Modify a problem event

Ex. Shorten assignments

Change the order of scheduled activities

• Add events that promote desired behavior

Ex. Provide choices within activities

Use cooperative learning activities to promote participation

• Block or neutralize the impact of events

Ex. Allow student to take frequent breaks

Reduce academic demands when student is tired, sick or upset

• Replacement Skills:

Purpose- teach new skills to replace the problem behavior

C 1. New skills that are alternatives to the problem behavior

• List specific skills the student needs to learn

• Consider specific skills in some of the following areas

• Communication skills, social skills or behavior skills

General skills that change the situation to prevent the need for the problem behavior

• Organizational skills, social/ play skills or self initiation skills

Coping and tolerance skills

• Relax during stressful events, negotiation/ conflict resolution skills or alternatives to angry outbursts

C 2. Identify how you will teach the replacement skill- list specific strategies on the form (ex. role play, follow a picture sequence of the skill steps, etc)

C 3. Identify reinforcement for the replacement skills

• Consequence Strategies-

Purpose- to discourage the problem behavior

Cautions-

• Previous consequence strategies may have reinforced the behavior and different responses may be needed

• Extensive use of negative consequences may signal the BIP is not working; BIP may need revising (or increase positive strategies)

• Too many negative consequences do not allow time to reinforce the new skills that will replace the behavior

• Consequence strategies should be incompatible with the function of the behavior

Crisis Management Plan-

Purpose- to protect student(s) and keep them from hurting themselves or others

Cautions-

Usually for serious/ dangerous behaviors-

Aggression, self- injury or extensive property damage
Running from the building, leaving class or leaving the area

This reactive plan is for emergencies only
Behavior change is not likely without positive components
Frequent continued use of the Crisis Plan may signal that the BIP is not working

Developing the Plan-

• Be specific

• List the steps that need to be followed

• For initial response

• Keeping everyone safe

• De-escalating the behavior

Evaluation of the Behavior Intervention Plan

Purpose- to monitor the effectiveness of the plan

• Case manager reviews data on BIP when reporting progress on IEP objectives:

• BIP data can be reviewed more frequently if needed as determined by the team

• If the plan is working

• the student's behavior is improving as documented by the data and recorded on the BIP Progress Report

• attach follow-up data to the BIP

• If the plan is not working

• data does not indicate improvement

• a team meeting should be held to review the BIP

• attach revised pages with changes in the BIP noted

• attach minutes from the meeting

• attach follow-up data

• team may

• consider whether or not another FBA is needed on this target behavior

• decide to make changes in the BIP

• look at the implementation of the strategies (strategies implemented with consistency, has there been sufficient time, etc.)

• The Behavior Intervention Plan should be reviewed at least annually by the team

• The BIP can be reviewed more frequently if needed

• Document the team meeting with minutes

• Attach any changes to the BIP

• A new Functional Behavior Assessment (FBA) should be done at least every three years to re-evaluate the function of the behavior

• For new or different behavior(s) conduct another FBA and develop a BIP

The BIP can be discontinued when behavioral improvement is documented and it is no longer needed.