Module 1: Introduction To FBA D.A.S.H. Defining Behavior

Module 1:Introduction to FBAD.A.S.H.Defining BehaviorA Series of 12 Modules onFunctional BehavioralAssessment; Analyzing Data/DesigningBehaviorIntervention Plans,Implementation & ProgressMonitoringMay 6, 2014Carol Dawson, Ed.D. Director of Behavior SupportAngela McBride, M.S.Ed. Director of Evaluation and EligibilityDivision of Specialized Instruction and Student Support

Series of 12 Modules on FBAModule 1. An Introduction to Functional BehavioralAssessment; Using D.A.S.H. to Define, Ask, See &Hypothesize about Behavior; and DEFINING BehaviorModule 2. The ABCs of Understanding Behavior²Antecedents, Behavior, Consequence, Function & SettingEventsModule 3. D.A.S.H. ASKING about Behavior: InterviewingStaff, Student & Parent/Caregiver (INDIRECT DATA)Module 4. D.A.S.H. SEEING Behavior: Observing theStudent (DIRECT DATA)2

Series of 12 Webinars on FBA (cont.)Module 5. D.A.S.H. HYPOTHESIS Verification: ComparingINDIRECT & DIRECT DATAModule 6. Choosing Data Collection Tools and Completingthe Hypothesis Statement with Baseline DataModule 7. Introduction to Behavior Intervention Planning(BIP) and the Competing Behavior Pathway; Looking atReplacement vs. Desired BehaviorModule 8. Function-Based Behavior Intervention Strategiesfor Antecedents, Setting Events and Consequences;Teaching New Behavior(s)3

Series of 12 Webinars on FBA (cont.)Module 9. Using the Behavior Intervention Plan to Implementand Evaluate (WHO will do WHAT by WHEN and HOW?)Module 10. Progress Monitoring—Checking for SuccessModule 11. Aligning the Functional Behavioral Assessmentand Behavior Intervention Plan with the IndividualEducation ProgramModule 12. Continuum of Multi-Tiered Systems of Support—What does this look like for Tier 1, Tier 2 and Tier 3?4

Module 1:An Introduction toFunctional Behavioral Assessment;Using D.A.S.H. to Define, Ask, See& Hypothesize about Behavior;Defining Behavior5

Module 1 Outcomes: Defining Functional Behavioral Assessment (FBA) as ateam process and determining the four conditions underwhich an FBA must be conducted Understanding FBA as part of a Multi-Tiered System ofSupport Using the acronym D.A.S.H. to identify the steps of an FBA Developing skills to describe behavior in observable,measurable terms6

Webinar DownloadsThis PowerPoint is available for download.There are THREE REQUIRED FORMS for FBAs and BIPs1. Functional Behavioral Assessment (December 2013)2. Behavior Intervention Plans (December 2013)3. Considerations for Positive Behavior Support Form (December2013)which can be downloaded with this webinar or accessed ecialEd/Behavior.htmlYou will see other forms as part of this series, but these are optionalforms.7

What is an Functional Behavioral Assessment(FBA)?A functional behavioral assessment (FBA)means the process of determining why astudent engages in behaviors that impedelearning and how the student’s behaviorrelates to the environment. (NYSED Policy Brief May 2011)8

TriangleActivity:Applyingthe ThreeTieredLogicTier 3Tier 2Tier 1

Function-based support is best practiceTier 1 - for ALL students: School-wide and Class-wide behaviorinstruction adheres to the same principles of function-basedbehavioral instruction. These practices align with the DanielsonTeaching Framework (Domain 2).Tier 2 - for SOME students: Targeted group interventions forstudents who do not respond to the core behavioral curriculum.These interventions can occur in the classroom and are basedon student needs. Examples: behavior contracts, check-incheck-out with staff, and specific social skills instruction (e.g.,anger management).Tier 3- for a FEW students: Individualized interventions for studentswho need more intensive instructional supports Examples: FBABIP and “wraparound support” involving outside agencies.10

School-Wide Systems for Student Success:A Response to Intervention (RTI) ModelAcademic SystemsBehavioral SystemsTier 3/Tertiary Interventions1-5%1-5%Tier 3/Tertiary Interventions Individual students Assessment-based High intensityTier 2/Secondary Interventions FBA-BIP Wraparound Systems of Care5-15%5-15% Check In, Check Out Behavior Contracts Daily home/school notes Small groupsocial skills training Some individualizing Some students-risk)(at High efficiency Rapid response Small group interventions SomeindividualizingTier 1/Universal Interventions -90%80 All students Preventive, proactiveTier 2/Secondary Interventions80-90%Tier 1/Universal Interventions Core Behavioral and SocialEmotional Learning curriculum Social Skills Teaching andReinforcement Systems Data-based Decision Making ParentCollaboration All Students/ All Environments

When must an FBA be conducted?The student’s need for an FBA must be considered whenever: A student with a disability is exhibiting persistent behaviors thatimpede his or her learning or that of others, despiteconsistently implemented general school-wide or classroomwide interventions; The student’s behavior places the student or others at risk ofharm or injury; The Committee on Special Education (CSE) or Committee onPreschool Special Education (CPSE) is considering morerestrictive programs or placements as a result of the student’sbehavior; and/or The student is subject to disciplinary actions and adetermination has been made that the behavior is related to thestudent’s disability.(NYSED Policy Brief May 2011)12

Please note: The FBA for a student with a disability isan evaluation, and as with other assessments in theIEP process, requires parental consent [NY StateRegulations Part 200.5(b)] and prior written notice[NY State Regulations Part 200.5(a)].13

Functional BehavioralAssessment is a Team Process

Behavior Support Team Members . . .Bring thePositives . . .UseConstructivedialogueKNOW the student. . .as wellas theProblemsEVERY Team member is involved indeveloping the FBA.

The Student’s Behavior Support TeamMembers can include: CSE TeamFamily Members & InviteesTeachers (General and Special Education)Guidance Counselors and Related ServicesProviders Principal or Assistant Principal Paraprofessionals Student (if appropriate—consider capacity formeaningful contribution & involvement)16

Member TasksRegardless of title (administrator, clinician, teacher,paraprofessional, etc.), a team member could act as the: Data collector Collator of data Interviewer Observer Facilitator Behavior plan writer Instructor of skills17

How to conduct an FBA?efineskeeypothesize18

D.A.S.H.Define behavior in observable & measurable termsAsk about behavior by interviewing staff, student & parent/guardian-determine classes/activities where & when behaviors occur-incorporate information from parent-review records/IEP-summarize where, when, & why behaviors occurSee the behavior-observe the behavior during classes/activities specified-observe to verify summary of where, when, & why from interviewsHypothesize: a final summary of where, when & why behaviors occur19

Always start byDEFINING THE BEHAVIOR20

Defining Observable BehaviorsDefinitions of behaviors need to be: Observable: The behavior is an action that can be seenor heard. Measurable: The behavior can be counted or timed. Pass the Stranger Rule: Defined so clearly that aperson unfamiliar with the student could recognizethe behavior without any doubts!21

Activity“Behavior: Measurable & Observable? or Not?”1. Hits2. Disrespectful3. Pushes4. Disruptive5. Gets out of his/her seat6. Aggressive7. Yells22

ActivityProvide an observable & measurable definition:1. Wayne is disruptive.2. Renata is aggressive.3. Silvio is defiant.23

Observable/Measurable ng out in a loud voice when class is Disruptive behaviorsengaged in group discussion or yellingat peers or walking around roomHitting, kicking, pulling hair, throwingobjects, or kicking over chairsPhysically aggressive behaviorsThreatens peers with bodily harm,screams obscenities at peersVerbally aggressive behaviorsYells “No” or “You can’t make me”when given directionDefiant behaviorsCalls peers names, cursingInappropriate language24

Response ClassResponse Class of Behaviors: Set of different behaviors that have thesame antecedent and function or purpose. The Response Classshould include the specific behaviors that the student exhibits thatare defined in observable, measurable terms.Response Class of BehaviorsSpecific Behaviors DefinedTantrumLaying on floor, arms flailing, screaming, crying,kicking furniturePhysical aggression directedtowards classmatesHit, slap, kick, or push classmatesCaution! Do not group together different behaviors unless youare CERTAIN that they have the SAME ANTECEDENT andFUNCTION (see next module).25

Defining BehaviorExample Talking outWhat does the behavior look like and sound like?Talking out: Any verbalization made by the studentthat was not initiated by the teacher and/ordistracts others from the assigned tasks in theclassroom.26

Provide Examples and Non-Examples of theProblem BehaviorExamples of Talking Out: Answering a question directed to another student by the teacher Talking when the teacher is giving directions Talking to peers during independent work timeNon-examples of Talking Out: Answering a question that the teacher directed to the child Yelling to another student during recess Talking with a peer during group work27

To be continued Looking forward to seeing you on May 8th, 2014 forModule 2:The ABCs of Understanding Behavior—Antecedents, Behavior, Consequence,Function & Setting Events28

AcknowledgementsWe would like to acknowledge the resources and materialsfrom the National Technical Assistance (TA) Center onPositive Behavioral Interventions and Supportswww.pbis.org, from which many of the activities andmaterials are adapted.The TA Center on Positive Behavioral Interventions andSupports has been established by the Office of SpecialEducation Programs, US Department of Education to giveschools capacity-building information and technicalassistance for identifying, adapting, and sustainingeffective school-wide disciplinary practices.29

team process and determining the four conditions under . the steps of an FBA Developing skills to describe behavior in observable, measurable terms 6 . Webinar Downloads This PowerPoint is available for download. . Rapid response Small group interventions