Understanding Function of Behavior:

Planning for FBA in your school

What is the function of this behavior?

http://www.youtube.com/watch?v=uQtpRjBLXic

Function Based Approach

A process that focuses on:

Changing Environmental Factors

Instead of

Fixing the Person

Only Two Basic FunctionsOnly Two Basic FunctionsProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

Social Tangible/Activity

Adult

Stimulation/Sensory

Peer

Positive Reinforcement

Negative Reinforcement

from Horner & Sugai at www.pbis.org

F B

A Involves observations of student in natural environments Determine why problems occur Testable explanations The purpose is to get the information necessary to create a successful plan Plans focus primarily on prevention

Assessing predictable relationships between the environment and behavior

only

ERASEproblem behavior

Explain - What is the problem?

Reason - What is he/she getting out of it or avoiding?

Appropriate - What do you want him/her to do instead?

Support - How can you help this happen more often?

Evaluate - How will you know if it works?

5 Steps in Conducting FBA

1. Define the Problem Behavior2. Gather Information 3. Generate a Hypothesis4. Build a Competing Behavior Pathway5. Design a Behavior Intervention Plan

COMPETING PATHWAYS CHART

STUDENT: DATE:

SCHOOL: GRADE: TEACHER:

Related Events (Setting Events)

Antecedent Events

Desired Behavior

Related Events/Strategies Antecedent Strategies Behavior Consequences/Strategies Problem Desired Problem Desired

Acceptable Alternative

Maintaining Consequences

Maintaining Consequences

Problem Behavior

INTERVENTION PLAN

Adapted from Sugai, Lewis-Palmer, & Hagan, 1999

3 Levels of Functional Behavioral Assessments

• Simple/Basic FBA• Full/Complex FBA

• Functional Analysis

Who needs to know about FBA?• All staff should have a basic understanding of the

function of behavior.

• Members of the targeted behavior student planning team (EST?) should be able to complete a Simple FBA.

• The school and/or Supervisory Union should be able to identify people to conduct a Full FBA or Functional Analysis.

For All StaffOnline tutorial available at:

http://serc.gws.uky.edu/pbis/home.html

For a Few:(2-3 people)

• Attend two-day FBA/BIP training (TBD)

Activity # 12

• Complete Now: – Determine how/when to provide staff training in

understanding function of behavior.– Identify 2-3 people to be trained in FBA.

• Complete Later:– Referral process and procedures for FBA in your

school.– BAT questions 44-46.

Universal Screening

Problems at Schools• Struggling readers• Can’t read at all• Letter/word reversal• Comprehension difficulties• Memorization difficulties• Retention problems• English language learners• Lack of number recognition• Math fact deficits• Homework completion• Sloppy work• Test anxiety• Oral reading fluency• Poor writing skills

• Fights• Property destruction• Weapons violation• Violence toward teachers• Tobacco use• Drug use• Alcohol use• Insubordination• Noncompliance• Late to class• Truancy• Inappropriate language• Harassment• Trespassing• Vandalism• Verbal abuse

Interventions with an Evidence Base

Vannest K, Reynolds CR, Kamphaus RW. BASC-2 intervention guide for emotional and behavioral problems. Bloomington, MN: Pearson Assessments; 2009.

Why Universal Screening?• To find students whose problems are not

immediately obvious and to identify problems with a high degree of accuracy

• Early identification leads to early intervention

• Schools that implement Universal Screening select interventions based on results of rating scales on the screening tools. This is effective and efficient.

Universally Accepted Types of Screening in School

Why not?

Features of Good Universal Screening

Aren’t ODRs Enough?

Three Pathways

Multi-Stage & Multi-Gate Approach

PBIS-NH Approach

No elevation

No elevation

Exit Exit

Screening Tips

• Recommended twice / year (October & February)

• Group administration of Stage 1• Teachers should have known

students for at least one month• Review definitions / examples of

externalizing and internalizing problems

So pretty simple, right? Well…

• Family’s right to privacy (opt out option)

• Clear & efficient systems to support process

• Training & TA• Availability of supports• Policy and liability issues• What else?

NH-PBIS Recommended Steps to Readiness

Activity #13

• As a Team, review the merits and challenges of implementing a screening process for social/emotional/behavior problems.

• Identify 2-3 “go-to” staff who will agree to receive further training in Universal Screening.