Functional Behavior Assessments: Practical and Versatile Resources for School Psychologists Kristen Steen, PsyS, NCSP Tiffany Ranz, PsyS Minnesota School Psychologists Association 2020 Midwinter Conference
Kristen Steen, PsyS, NCSP Tiffany Ranz, PsyS Runestone Area Education District St. Francis Area Schools Alexandria Public Schools St. Francis, MN Alexandria, MN 3
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Objectives The session will help participants: ● Describe how functional behavior assessments fit into a comprehensive role as outlined by the NASP Practice Model. ● Apply practical and efficient functional behavior assessment tools within their multidisciplinary teams (i.e. templates, visuals, acronyms). ● Implement the Competing Pathways Behavior Model to map results of a basic or complex functional behavior assessment. 5
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FBA: The Basics 7
What are the basic beliefs about behavior? ● Behavior is... ○ Communication ○ Related to the context: where and under what conditions it occurs ○ A complex response to many variables People, places, and events ● Behavior serves a purpose or “function,” such as ‘gaining attention’ or ‘avoiding tasks’ ● Behavior is related to the context (where and under what conditions it occurs) ● If the positive behaviors expected from students are taught, the amount, frequency and intensity of problem behavior can be decreased ● If a problem behavior can be defined, explained and predicted, there is a likelihood that it can be prevented 8
Definitions ● Functional behavior assessment as a systematic process of identifying problem behaviors and the events that (a) reliably predict occurrence and nonoccurrence of those behaviors and (b) maintain the behaviors across time. (Sugai, Horner 2000) ● FBA is a process for identifying the environmental conditions that predict and maintain problem behavior and using it as a basis from which to develop a behavior intervention plan (Filter & Alvarez, 2012) ● At minimum an FBA identifies a target B ehavior, A ntecedent, C onsequence, replacement behavior, and recommendations (Gresham, et. al, 2001) The ABCs! 9
The Behavioral Equation: Determining the Function Setting Events Antecedents Behavior Consequence Function Involves the context. All The event that happens 1-3 Target Behaviors What happens If behavior continues, the conditions that can immediately before a immediately after the something is reinforcing it. influence how a person target behavior occurs. Operational Definition: behaviors. deals with the world -Denial/Delay Topography- looks like Behavior is purposeful. around them. Slow triggers -Instructions/Task Frequency- how often Examples: are not the immediate Demand Duration- how long -Peer Laughs Behavior is cause of the behavior. -Lack of Structure Intensity- how -Student is sent out of communication. -Transitioning disruptive the classroom Internal: -Presence or Close -Teacher reprimands or S- Sensory Lack of Sleep Proximity/Interactions Identify target redirects E- Escape Didn’t take medication -Change of behaviors early on in A- Attention Routine/Expectations the process, so that data Non-Examples: T- Tangible External: -Lack of Active can be collected and -Failing grades Fight with friend Engagement/Reduced evaluated. -Suspension (in some Time of day (Math) Attention cases) 10 -Consequent Induced
Functional Behavioral Assessment Guidelines Minnesota Department of Education (MDE): ● The FBA must include… ○ A description of problem behaviors ○ The identification of events, times and situations that predict the occurrence and nonoccurrence of the behavior ○ The antecedents, consequences and reinforcers that maintain the behavior ○ The possible functions of the behavior ○ Possible positive alternative behaviors ○ A variety of data collection methods and sources 11
Functions 12
Triple A S.E.A.T. A- Access S-- Sensory: Fidgeting, pushing, biting objects, hand flapping) Attention or Tangible E-- Escape: Non preferred task, class/task, person A- Avoidance A-- Attention: Positive or negative from peers or adults A- Autonomic T-- Tangible: Gum, candy, computer time Response (Sensory) 13
Functions 14
Functions: Other Considerations ● YES ○ Medical/physical ○ Sudden onset of a mental health disorder ● NO ○ Power and control ○ Anxiety ○ Revenge 15
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How FBAs fit into the role of a School Psychologist: The NASP Practice Model 17
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Practical and Efficient FBA Tools 19
FBA tools we will share with you today: ● Baseline data collection ● Parent and teacher interviews ● Template examples ● Hypothesis statement ● Competing Pathways Behavior Model 20
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A-B-C Charting Date and Time Setting Antecedents Behavior Consequences 11/10/18 Library Directed to sit on the top Yelled “Don’t Look at Me! Don’t Talk Escaped 12:30-12:55 of the story riser but was to Me! Missed storytime with class assigned the bottom row Hid under table Missed walking to science with Bounced on flexible seating class, joined late and upset Ran out of room and thru locker bay about missing Had to pick up 11/10/18 Science Class given direction to Hit and kicked Mrs. P (para) Safety risk 1:30-1:45 clean up and line up Apology note Practiced cleaning up/lining up 11/11/18 Classroom Time to transition from Yelled “I want to color!” Received attention 9:30-10:45 art (preferred) to reading Tipped chairs, hit para, threw objects Disrupted class (non preferred) Took a break in Mrs. G’s (behavior continued) Cleaned up 11/12/18 Social Worker’s Reading a familiar social Yelled “Leave me alone!” sat in Gave space 8:40-9:10 Room story corner of room, ran out the door, Waited her out crawled up pole and sat on Returned to different social story lockers (i.e. Elf on the shelf) Later in day: safety 11/12/18 Social Worker’s Given prize for star Yelled “I hate this frog! It’s dirty!” Damage to property 9:20-10:45 Room chart Tipped chairs, swiped objects off Requested principal for support 23 shelf, ripped new poster, hit and Called home to pick up slapped multiple staff Scheduled meeting
Direct Behavior Ratings (DBRs) 24
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Interviews 26
Parent Interview Form ● Strengths vs Main Concerns ● Background/Developmental history/ Health history ● Social Interaction ● Skill Acquisition ● Interfering Behaviors 27
Parent Interview: Interfering Behaviors INTERFERING BEHAVIORS : ● Does your child demonstrate any significantly challenging behaviors that interfere with his or her functioning? (E.g. aggressive, impulsive, high anxiety, etc.) ● When do they occur? How often? Is there a pattern? (specific times, days, subjects, tasks, with whom ● What happens just before they occur? (what triggers the behaviors or will guarantee that the behaviors will occur ● What other conditions or circumstances predict the behaviors? (medical condition/diagnosis, medication, fatigue, environmental factors) ● Where do the problem behaviors occur? Where do they not occur? ● What happens when these problem behaviors occur? (discipline methods both positive and negative) ● What is your child’s reaction to this method of discipline? ● What works best to change the problem behaviors? ● Why do you think the problem behaviors occur? ● How long have these behaviors been a concern? 28 ● What behaviors would you rather see in your child?
Teacher Interview 29
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Templates 32
The Importance of Templates ● Teams benefit from tools to increase efficiency and accuracy. ○ Common understanding, common goal ● At times a basic FBA is sufficient, while others might require more complexity ○ Teams should avoid using a one-size-fits-all approach ○ Versatile templates are useful for differentiating data collection ● Time is a valuable resource! 33
Functional Behavioral Assessment Guidelines Minnesota Department of Education (MDE): ● The FBA must include… ○ A description of problem behaviors ○ The identification of events, times and situations that predict the occurrence and nonoccurrence of the behavior ○ The antecedents, consequences and reinforcers that maintain the behavior ○ The possible functions of the behavior ○ Possible positive alternative behaviors ○ A variety of data collection methods and sources 34
FUNCTIONAL BEHAVIOR ASSESSMENT (FBA) FBA is a process for gathering information to maximize the efficiency of behavioral supports. Date Completed: Completed by: (List multiple team members) Methods of data collection: (List multiple sources e.g. rating scales, observations, teacher input…) Strengths : Description of t arget behavior (s): A description of the events, times and situations that predict the occurrence and nonoccurrence of behaviors: A description of the antecedents, consequences and other reinforcers that maintain the target behavior: Possible functions of behavior: Possible positive alternative behaviors : Summary of Hypothesis : Recommendations: 35
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