THis includes the hard copy sections that can be printed f an inservice.

1. Slide 1 ___________________________________
___________________________________
What is a ___________________________________
Functional
Functional
Behavioral
Behavioral ___________________________________
Assessment ?
Assessment
___________________________________
___________________________________
___________________________________
Slide 2 ___________________________________
Outcomes
• By the end of this presentation ___________________________________
participants will have:
– Defined the basic principles of a ___________________________________
Functional Behavioral Assessment,
– Engaged in hands-on practice with
two FBA tools, and
___________________________________
– Applied all presentation concepts to
a case study ___________________________________
___________________________________
___________________________________
Slide 3 ___________________________________
“Have you ever seen….”
• “Fred, you skipped 7 class periods in the
past 3 days and have not gone to your ___________________________________
detentions so we’re going to give you 3 days
of in-school suspension.”
___________________________________
• “Joan, I’m taking your book away because
you obviously aren’t ready to learn.”
• “You want my attention?! I’ll show you
___________________________________
attention,…let’s take a walk down to the
office & have a little chat with the
Principal.” ___________________________________
Functional Approach?
___________________________________
___________________________________

2. Slide 4 FUNCTIONAL BEHAVIOR
___________________________________
ASSESSMENTS
• “Children are not born bad or with bad behavior, they learn it!”
___________________________________
• We know that students who exhibit unacceptable and/or
inappropriate behavior have learned this behavior from someone
and/or somewhere, and display the behavior for a specific reason. ___________________________________
• Our task as educators is to figure out why they are displaying the
behavior and how we can assist the student in changing the
inappropriate behavior to more acceptable and appropriate
behavior. ___________________________________
• A Functional Behavior Assessment is a strategic tool that we
utilize in order to assess the possible causes of the behavior, and
to assist us in deriving strategies to correct and/or eliminate the
inappropriate behavior. ___________________________________
___________________________________
___________________________________
Slide 5 ___________________________________
What is FBA?
___________________________________
• Problem-solving process for addressing
student problem behavior
___________________________________
• Varied techniques & strategies to identify the
purposes (function) of specific behavior
___________________________________
• Used to help problem solving teams select
interventions to address the problem behavior
___________________________________
___________________________________
___________________________________
Slide 6 What is FBA?
___________________________________
A systematic process for
developing statements about ___________________________________
factors that
___________________________________
– contribute to occurrence &
maintenance of problem behavior, &
___________________________________
– more importantly, serve as basis for
developing proactive & comprehensive
behavior support plans. ___________________________________
___________________________________
___________________________________

3. Slide 7 ___________________________________
Why FBA?
• Looks beyond the behavior and its overt
topography to focus on identifying biological, ___________________________________
social, affective, and environmental factors that
initiate, sustain, or end the behavior in question.
• Identifying underlying cause(s) of a student’s
___________________________________
behavior, or “what a student gets or avoids” can
provide valuable diagnostic information that is
essential in developing proactive interventions and
instructional strategies. ___________________________________
• Although student's behaviors may look alike
and/or sound alike, the causes or functions are
very different. ___________________________________
___________________________________
___________________________________
Slide 8 ___________________________________
WHO CONDUCTS FUNCTIONAL BEHAVIOR
ASSESSMENTS? ___________________________________
– A Functional Behavior Assessment is a total team
effort from any and everybody involved in the life
of a student, ranging from parents to teachers to
counselors to paraprofessionals.
___________________________________
– In conducting the FBA and developing a Behavior
Intervention Plan (BIP), education personnel should
draw upon a range of communication and
___________________________________
interpersonal skills. As with other collaborative
efforts, building level administrative and collegial
support is essential to a successful outcome. ___________________________________
___________________________________
___________________________________
Slide 9 ___________________________________
Who Conducts Functional
Behavioral Assessments? ___________________________________
___________________________________
• The SST is responsible for
conducting the FBA for students for
whom the school has behavioral ___________________________________
concerns.
___________________________________
___________________________________
___________________________________

4. Slide 10 ___________________________________
Conducting FBA
• Amendments to IDEA advise a functional ___________________________________
behavioral assessment approach (which
could determine specific contributors to
behavior), NOT a specific technique or ___________________________________
strategy to use when assessing that
behavior.
___________________________________
• There are a variety of techniques available
to conduct a functional behavioral
assessment. ___________________________________
___________________________________
___________________________________
Slide 11 ___________________________________
Problem Topography ___________________________________
• Focusing only on the topography will
usually yield little information about
effective interventions ___________________________________
• Identifying the underlying cause(s) of a
student’s behavior or, more specifically,
what the student "gets" or "avoids"
___________________________________
through the behavior, can provide
diagnostic information necessary to
develop proactive instructional ___________________________________
strategies
___________________________________
___________________________________
Slide 12 What is the function using the Chart about
When Sequoia misses her 12:30 medication &
teachers present multiple task demands, she Teenage Behaviors?___________________
makes negative self-statements & writes profane
language on her assignments. Teaching staff
typically send her to the office with a discipline ___________________________________
referral for being disrespectful.
___________________________________
What function?
Setting event Antecedent Response Consequence
Misses 12:30 Teachers Sequoia makes Teacher sends
___________________________________
medication make negative self- Sequoia to
multiple statements & office for being
task demands writes profane disrespectful
language
___________________________________
___________________________________

5. Slide 13 What is the function using the Chart about
Caesar has dyed his hair three colors & is
teased several times by his friends before class. Teenage Behaviors?___________________
When he enters the class, his teacher stares at
his hair. Caesar immediately says “what are
you staring at?” His teacher immediately sends ___________________________________
him to in-school detention.
___________________________________
What function?
Setting event Antecedent Response Consequence
Caesar is
teased several His teacher Caesar asks His teacher
___________________________________
times about his stares at his his teacher sends him to
hair by his hair in class what she’s in-school
friends before staring at detention
class
___________________________________
___________________________________
___________________________________
Slide 14 What is the function using the Chart about
When his teacher asks him what the capitol city
of a country is, Napoleon gives the correct
answers. His teacher praises his correct
Teenage Behaviors?___________________
answer, & tells him he may work by himself or
a friend on the rest of the assignment. ___________________________________
___________________________________
What function?
Setting event Antecedent Response Consequence
None Teacher asks Napoleon Teacher gives
___________________________________
what capitol give correct verbal praise
city of country answer & time to work
is with a friend
___________________________________
___________________________________
___________________________________
___________________________________
Slide 15 What is the function using the Chart about
Cleo is new to the 6th grade, & English is her
second language. When another student Teenage Behaviors?___________________
approaches & says something to her in English,
Cleo turns away. The other student walks away.
This happens several times during the day.
___________________________________
___________________________________
What function?
Setting event Antecedent Response Consequence
New student Student Cleo turns Other
approaches &
speaks in
English
away student walks
away ___________________________________
___________________________________
___________________________________
___________________________________
___________________________________

6. Slide 16 What is the function using the Chart about
As Veloce is walking, other kids look at him &
say “what’s up?” He looks back and says: Teenage Behaviors?___________________
“Who ya lookin’ at?!” “Ya want some of this?!”
“Ya talkin’ to me?!” Kids shake their heads &
call him “weirdo.” ___________________________________
What function?
Setting event Antecedent Response Consequence
___________________________________
?? Look at him. “Who ya Kids shake
“What’s up!” lookin’ at?” heads &
“Ya want
Some?” “Ya
talkin’ to me?
call him
“weirdo” ___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 17 ___________________________________
Fundamental Rule ___________________________________
“You should not propose to reduce
a problem behavior without also ___________________________________
identifying alternative, desired
behaviors that a person should ___________________________________
perform instead of the problem
behavior” (O’Neill et al., 1997, p. 71). ___________________________________
___________________________________
___________________________________
Slide 18 Desired Typical
___________________________________
Alternative Result
Summary Statement What is the
desired
behavior?
What is
likely
to be the
result or
___________________________________
consequence?
Setting
Events
Triggering
Antecedents
What
Problem
Behavior
What is the
Maintaining
Consequences ___________________________________
What is the happened What is
presenting the result?
context? immediately
___________________________________
Before problem?
the Problem What happens?
Behavior?
___________________________________
Acceptable
Alternative
What is an
acceptable
behavior?
___________________________________
___________________________________

7. Slide 19 ___________________________________
Competing Behavior Desired Alternative Desired
Maintaining
Pathway
Consequence
Comply
with Request
completed
___________________________________
request
Setting Events Triggering Antecedents Problem Behavior
Escalated
Maintaining
Consequence ___________________________________
Peer Teacher/ Avoid
peer profanity
conflict
request physical
aggression
request
___________________________________
Acceptable Alternative
Caesar Walk ___________________________________
away
___________________________________
___________________________________
Slide 20 Case Studies: Identifying
What is the function using the Chart about
Functions
• Juan, a 16 year old who reads at a second Teenage Behaviors?___________________
grade level, throws his reading book across
the room and uses inappropriate language
to inform the teacher that he does not
intend to complete his homework. Often
Juan’s tantrums escalate and he leaves the
_________________________________
classroom.
• Sumi, an eight year old who reads novels
for recreation, finds her classroom reading
___________________________________
assignments boring. She shoves her book
and workbook to the floor when the
teacher starts reading instruction or
comments on her lack of progress. The ___________________________________
teacher often praises the other students
who are following school rules in an
attempt to get Sumi to read with the class.
___________________________________
___________________________________
___________________________________
___________________________________
Slide 21 ___________________________________
Case Studies: Identifying
Functions ___________________________________
• Maurice, a 10 year old who finds multiplication of
fractions difficult, throws tantrums when asked to
complete worksheets requiring him to multiply
fractions. Generally the teacher provides him with
one-on-one assistance in order to get him back on
___________________________________
track.
• Kerry, a 12 year old who has problems paying
attention, sits near the window in the back of the
___________________________________
classroom. She frequently slams her text shut and
loudly declares that she cannot work. The teacher
uses sarcasm or humor to get Kerry re-engaged in the
lesson several times during the class period. ___________________________________
___________________________________
___________________________________

8. Slide 22 6 Steps of FBA ___________________________________
1. Identify the Problem
2. Collect Data using Multiple
___________________________________
Assessments
3. Analyze the Data ___________________________________
4. Make Determinations &
Hypotheses ___________________________________
5. Develop & Implement a
Behavior Implement Plan
6. Evaluate Progress & Follow-up
___________________________________
as Necessary
___________________________________
___________________________________
Slide 23 ___________________________________
Step 1: Identifying the
Problem ___________________________________
• Pinpoint the behavior causing learning or discipline
problems, and define that behavior in concrete
terms that are easy to communicate and simple to ___________________________________
measure and record
A. Identify and define the behavior in a broad sense
– “Marco uses inappropriate language at
___________________________________
school.”
B. Identify and define the behavior in specific
terms
– “During outside play and/or free time
___________________________________
with classmates, Marco uses
inappropriate language.”
___________________________________
___________________________________
Slide 24 ___________________________________
Case Study: Identifying
the Problem ___________________________________
• Define these problems more ___________________________________
concretely.
– DeWayne is disruptive.
___________________________________
– LaDane is disrespectful.
– Kendra is slow. ___________________________________
___________________________________
___________________________________

9. Slide 25 Skill Deficits
___________________________________
vs.
Performance Deficits ___________________________________
Skill Deficits Performance Deficits ___________________________________
The students does The student knows
not know how to the desired skill ___________________________________
perform the but is unable to
desired skill. perform the skill on
a consistent basis. ___________________________________
___________________________________
___________________________________
Slide 26 Identifying the Problem: Student interprets body language wrongly?
Important Question
Is the problem behavior
linked to a skill deficit?
___________________________________
• Is there evidence to suggest that the
student does not know how to perform the
___________________________________
skill and therefore cannot?
___________________________________
• Does the student understand the
behavioral expectations for the situation?
___________________________________
___________________________________
___________________________________
Slide 27 Socially inadequate?___________________
Identifying the Problem: Important Question
Does the student have the skill? ___________________________________
• Sometimes it may be that the student can
perform a skill, but, for some reason, does
not use it consistently (e.g., in particular
settings).
___________________________________
• Is it possible that the student is uncertain
about the appropriateness of the behavior ___________________________________
(e.g., it is appropriate to clap loudly and
yell during sporting events, yet these
behaviors are often inappropriate when
playing academic games in the classroom)? ___________________________________
___________________________________
___________________________________

10. Slide 28 ___________________________________
Addressing Skill and
Performance Deficits ___________________________________
• Recognize the physical signs that the
student is becoming angry.
• Use relaxation skills
___________________________________
• Apply problem solving skills
• Practice communication skills
___________________________________
• Modify curriculum and/or environment
• Utilize support staff: ___________________________________
– School counselor - School Social Worker
– School psychologist – Trained staff member
___________________________________
___________________________________
Slide 29 Step 2: Collect Data Using ___________________________________
Multiple Assessments
• Indirect Assessment
___________________________________
– This type of assessment relies heavily on
interviews with teachers and other adults who
have direct contact with the student.
___________________________________
– Indirect assessments may also include
interviews with the child. ___________________________________
– It is very useful to compare the interviews of
the adults who have direct contact with the
child and the child him/herself, in order to gain
___________________________________
perspective on those things that may be similar
in nature.
___________________________________
___________________________________
Slide 30 When and with whom do misbehaviors not
Indirect Assessment:
Important Interview Questions
exist?______________________________
– In what settings do you observe the
behavior?
– Are there any settings where the
behavior does NOT occur?
___________________________________
– Who is present when the behavior
occurs? ___________________________________
– What activities or interactions take
place just prior to the behavior?
– What usually happens immediately ___________________________________
after the behavior?
___________________________________
___________________________________
___________________________________

11. Slide 31 Use Antecedent Behavior Consequence
Step 2: Collect Data Using
Multiple Assessments
method:_____________________________
• Direct Assessment
– A direct assessment consists of observing the
problem behavior and describing the
conditions that surround the behavior.
___________________________________
• Antecedent – what occurs right before the
problem behavior occurs. ___________________________________
• Consequence – what occurs right after the
behavior occurs. ___________________________________
___________________________________
___________________________________
___________________________________
Slide 32 ___________________________________
Sample Scatter Plot
11/13 11/14 11/15 11/16 11/17 ___________________________________
9:00
9:05
9:10
___________________________________
9:15
9:20 ___________________________________
9:25
9:30
9:35 ___________________________________
9:40
___________________________________
___________________________________
Slide 33 ___________________________________
The Value of Assessment ___________________________________
– The utilization of direct and indirect
assessments together and the
collaboration of all persons who have ___________________________________
contact with the student displaying the
problem behavior(s) provides an
essential tool for formulating Behavior ___________________________________
Intervention Plans.
___________________________________
___________________________________
___________________________________

12. Slide 34 ___________________________________
Step 3: Data Analysis
___________________________________
Carefully consider and examine what you have learned
about the behavior and its context.
___________________________________
• Compare & Analyze
• Identify Patterns ___________________________________
• Revise Assessment Plan if Necessary
___________________________________
___________________________________
___________________________________
Slide 35 When this happens__________, this student
Step 4: Make Determinations &
Establish Hypotheses
• Make determinations about what to do next, using the
does _____________ in order to _________
information and looking at the antecedents and the
consequences as well as the reaction to the
consequences
• Establish Hypotheses regarding function of behavior
___________________________________
• Test Hypotheses
– Example: Daryl calls out during instruction.
A functional behavioral assessment might
___________________________________
reveal the function of the behavior is to
gain attention (e.g., verbal approval of
classmates), avoid instruction (e.g.,
difficult assignment), seek excitement ___________________________________
(i.e., external stimulation), or both to gain
attention and avoid a low-interest subject.
___________________________________
___________________________________
___________________________________
Slide 36 Replacement behaviors are phrased positive;
Step 5: Make & Implement
Behavior Intervention Plan BIP MUST be positive/rewarding!
• As a team, develop the Behavior Intervention Plan to
address the behavior, using the information gathered
and summarized in your Functional Behavior
Assessment. ___________________________________
• Implement Plan
– Manipulate the antecedents and/or
consequences of the behavior ___________________________________
– Teach more acceptable replacement
behaviors that serve the same function as
the inappropriate behavior
– Implement changes in curriculum and
instructional strategies
___________________________________
– Modify the physical environment
___________________________________
___________________________________
___________________________________

13. Slide 37 ___________________________________
• Behavior Intervention Plans must be
monitored and data collected and ___________________________________
recorded on a regular basis.
• Decisions must be made by the team ___________________________________
as to what is working and what is not
working. ___________________________________
– For those strategies that are not
working, the team must modify and/or
change the plan to try something else. ___________________________________
___________________________________
___________________________________
Slide 38 ___________________________________
Step 6: Evaluation Progress &
Follow-up as Necessary
___________________________________
• Evaluate the faithfulness with which the plan was
implemented
___________________________________
• Evaluate the changes in student behavior
• Modify plan if needed ___________________________________
• Continue plan if warranted and develop phase out
program as appropriate
___________________________________
___________________________________
___________________________________
Slide 39 ___________________________________
6 Steps of FBA
1. Identify the Problem ___________________________________
2. Collect Data using Multiple
Assessments ___________________________________
3. Analyze the Data
4. Make Determinations &
Hypotheses
___________________________________
5. Develop & Implement a
Behavior Implement Plan ___________________________________
6. Evaluate Progress & Follow-up
as Necessary ___________________________________
___________________________________

14. Slide 40 What is the hypothesis?________________
Case Study
• Using the six steps of FBA, please identify possible
interventions for each step. Please be a specific as
possible.
___________________________________
– Jaron is failing three classes. He does not
complete his homework and rarely ___________________________________
participates in class discussions. Jaron is
not outspoken, but he tends to get verbally
aggressive when his teachers ask him about
his work or when he is confronted by peers.
___________________________________
Jaron’s mother reports that he is helpful at
home and that he has always been a “quiet
child.” ___________________________________
___________________________________
___________________________________
Slide 41 ___________________________________
Summary
___________________________________
A Functional Behavior Assessment is a tool used to
make decisions about why behaviors are occurring.
It is necessary in order to change behavior to develop
___________________________________
appropriate Behavior Intervention Plans and utilize
those plans on a consistent basis over a reasonable
amount of time.
___________________________________
I sincerely thank you for being here today.
Please complete the evaluation, fold it in half,
and place it in the box by the door. ___________________________________
___________________________________
___________________________________