Using Functional Behavioral Assessment (FBA) to Develop Student Support Plans
Day One
Presented by Lauralee Keach and Jeremy Tretiak
Adapted from TASN School Mental Health Initiative and Sheldon Lohman
Materials at:
Basic FBA to SSP
Learning Objectives
Day One:
Day Two:
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Impact of Training Plus Coaching on Outcomes
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Some Equity Information…
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Some Equity Information cont…
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Some Trauma Statistics…
(US Dept. of Health and Human Services; Substance Abuse and Mental Health Services Administration)
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Adverse Childhood Experiences (ACES) In Vermont (United Health Foundation)
in Vermont
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Adverse Childhood Experiences (ACES) In Vermont continued…
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19.9%
Only 3 states higher than VT
Ages 0-17 with 2 or more ACEs
So, some considerations…
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Equity Questions:
Whose values and voice are omitted?
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Equity Questions
2. Do reinforcement practices value the student’s authentic identity and current skill set?
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Equity Questions
3. Are relationship/trust building
strategies included in the plan? What opportunities does the plan offer the student for connection with adults and peers?
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Equity Questions
4. Does the plan emphasize environmental and adult behavior changes?
5. Where is the student’s input and
agency reflected in the plan? Where are strengths, talents, preferences, etc. reflected in the plan?
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Team Activity
Discuss with your team:
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Materials� https://www.pbisvermont.org/training-resources/functional-behavior-assessmentbehavior-support-plan-fbabsp/�
Introduction and Practice in Functional Behavior Assessment and Student Support Planning (FBA/SSP)�
From FBA to SSP�
Planning Workbook
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Materials
FBA & SSP Form and Resource Guide
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Function-Based Approach
Focuses on:
Changing environmental factors
instead of
"fixing the person.”
It’s about what we as adults will do differently about the environment and our responses to behavior.
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The Continuum of FBA
| FBA Thinking | SIMPLE | COMPLEX |
FOR | On the spot decision-making about effective responses (i.e. consequences) to student’s challenging behaviors | High frequency behaviors that are not dangerous or only mildly to moderately disruptive, may occur in only 1-2 settings | Dangerous behaviors or highly disruptive behaviors that persistently occur in 3 or more school settings |
WHAT | A way of thinking about why a student is engaging in an interfering behavior, and how you can respond in a way that will effectively reduce the behavior | Relatively simple and efficient process to gather data to hypothesize about the function of behavior and use this information to guide behavior support planning | Time-intensive process involving gathering information from multiple sources, a written FBA and BSP, emergency planning, family-centered planning, and collaboration with outside agencies |
BY WHOM | Everyone in the building! | Team of school-based personnel (ex: teachers, special educator, counselor, administrator, behavior support personnel) | School-based team, including professionals trained to develop and implement intensive interventions for students with severe interfering behaviors (i.e. behavior specialist) |
How Does
the Functional Approach
Fit Into Your School’s
Multi-Tiered System of Supports?
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Vermont MTSS
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School-wide Positive Behavioral Supports 80% of Students
Secondary Group Supports
10-15% of Students
Individualized Supports
5% of
Students
Specialist(s) responsible for FBAs
Designated staff conduct proactive simple FBA/SSP to prevent intensive behaviors & decrease reliance on specialist.
FBA LOGIC MODEL
Sheldon Loman, University of Oregon
All staff estimate the function of behavior on the behavior data recording forms
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Universal
Six Components of Universal
Think Functionally!
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Targeted Interventions
Targeted
Match interventions to the function of the behavior!
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Intensive
INTENSIVE LEVEL
Create FBA/SSP
Break!
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Who is responsible for conducting FBA/SSPs in your school?
How does someone access this FBA/SSP process?
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�Requesting an FBA �
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ACTIVITY 1:
Using the questions in the workbook, review/develop your school’s process for accessing an FBA/SSP
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Consider during this discussion:
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FBA-SSP Resource Guide
Element 1: Identify resilience characteristics and strengths
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Examples of Resilience Characteristics
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ACTIVITY 1:
Using the questions in the workbook, identify ways your school system helps promote resilience. Identify areas for improvement.
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The ABC’s of Understanding Behavior
A = Antecedent
Find out the events that occur right before the behavior. When and Where?
B = Behavior
Define an observable interfering behavior.
What?
C = Consequence
Find out what happens after the behavior occurs. Why?
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Begin with Gathering Information
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Always Start by Defining the Interfering Behavior (ABC’s)
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2
Antecedents/Triggers
When _____happens….
1
Behavior:
the student does (what)__
3
Consequence/Function
..and as a result ______
Defining Observable Behaviors
Definitions of behaviors need to be:
*Observable: an action that can be seen
*Measurable: can be counted or timed
*Clearly stated: defined so clearly that any
person could recognize and measure the behavior without any doubts
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Subjective vs Objective Behaviors
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Examples and Non-Examples
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NON-OBSERVABLE / MEASURABLE | OBSERVABLE / MEASURABLE |
Disruptive behaviors | Talks when teacher is lecturing, calling out in a loud voice, singing |
Off-task behaviors | Draws pictures during group work time |
Angry, hostile Behaviors | Throwing objects, kicking over chairs |
Inappropriate language | Calls peers names |
Attention problems | Looking around the classroom during independent work |
Non-compliance | Saying “no” after instructions. Engaged in any other behavior than the one that is directed |
Defiance | Yells “No” or “You can’t make me” when given direction |
Are these observable & measurable?
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Defining Behavior Tips:��1) “What does the behavior look like?”
Talking out: Any verbalization made by the student that was not initiated by the teacher and/or distracts others from the assigned tasks in the classroom
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2) Provide Examples and Non-Examples of the Interfering Behavior
Examples of Talking Out:
Non-examples of Talking Out:
FBA-SSP Resource Guide
Element 2: Define Interfering Behavior
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ACTIVITY 2:
A) Using your workbook, provide an observable & measurable definition for each behavior
B) Using your workbook, describe your student’s interfering behavior.
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Break!
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���Once you have �defined the interfering behavior…��THEN: Where & When does the behavior occur? �
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2
Antecedents/Triggers
When _____happens….
1
Behavior:
the student does (what)__
3
Consequence/Function
..and as a result ______
Antecedents
Where & When
Location and time where the behavior is most likely to occur
Examples: during math class, gym, lunch, recess
Specific events (or antecedents) within a routine that immediately precede the behavior
Examples: when gym teacher calls students to circle in middle of floor, student wanders around the gym
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Identifying Antecedents
Identify the event, action, or object that occurs right before the behavior (When…)
Identify the ANTECEDENT in these examples:
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ACTIVITY 3:
Using your workbook, identify the behavior and antecedent in the scenarios.
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Scenario #1
During passing period in the hallway before recess, when peers tease him about his walk, A.J. calls them names and hits them.
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Routine: “During __________________________”
PEERS TEASE ABOUT HIS WALK
CALLS NAMES & HITS
Passing Period before Recess
Antecedent
When…
When…
When…
The student...
The student...
Behavior
Scenario #2
In math class, Bea stares off into space and does not respond to teacher directions when she is given a difficult math problem.
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Routine: “During________________”
GIVEN A DIFFICULT MATH PROBLEM
STARES & DOES NOT RESPOND TO DIRECTIONS
Math Class
When…
Antecedent
When…
Behavior
The student…
Once you have defined the behavior (the What) & know Where & When the behavior occurs…
Then: What is the CONSEQUENCE? (What happens after or as a result of the behavior?)
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2
Routines/Antecedents:
When _____happens….
1
Behavior:
the student does (what)__
3
Consequence/Outcome
..and as a result ______
Consequences
Consequence: Determine What Happens Right After the Behavior
It may help to think: “and as a result, _____________”
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Example: Antecedent🡪Behavior🡪Consequence
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ACTIVITY 4:
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Scenario #1
Joe throws his pencil and rips his paper during math whenever the teacher approaches his desk during math class. This results in him getting sent to the office.
Routine: “During ________________”
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Antecedent/Trigger:
When..
Behavior:
Student does..
Consequence/Outcome:
and as a result…
Math class
Throws pencil & rips paper
Sent to the office
Teacher approaches his desk
FBA-SSP Resource Guide: Element 4:
Identify Factors Related to Function of Behavior
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Functions of Behavior
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Why Function?
Functions of Behavior: Examples
To Obtain/ Get :
To Avoid/ Escape:
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Examples of Function in School
-Social connectedness
-Cultural/ environmental skills
Examples of Function in School
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- Access to curriculum/ instruction
- Biological/ Emotional regulation
Examples: Targeted Group Interventions Based on Functions of Behavior
Access Adult Connection/ Support:
Access Peer Connection/Support:
Academic Skills Support:
Power of Check-in/Check-out:
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Understanding FUNCTION: WHY? What maintains the behavior?
Use information about the location/time, antecedent, behavior, & consequence to determine that the function of the behavior is either to:
Routine: During ________________
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Antecedent/Trigger:
When _________
Behavior:
Student does _________
Consequence/Outcome:
and as a result… __________
Therefore, the function of the behavior is to: get/avoid ____________
Get or avoid something in the environment
What is the Function �of Jane’s Behavior?
Jane, a fifth-grade student, was referred to the student support team by her teacher, Mrs. O’Neil.
After interviewing Mrs. O’Neil and conducting several observations of Jane in the classroom, the team determined that during transitions (from lunch, recess, dismissal) in the hallway when staff are present, she shouts profanities.
Then, adults spend time talking with her about her behavior.
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Jane’s Summary Statement
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Antecedent/Trigger:
When ..
Behavior:
Student..
Consequence/Outcome: and as a result...
Therefore, the function of the behavior is to:
get/avoid
The pattern suggests that adult connection maintains the behavior.
Routine: During ________________
Transitions
Staff are present
Shouts profanities
Adults talk to her
Connection from Adults
ACTIVITY 5:
1. Using your workbook, identify the behavior, location, antecedent, and consequence in scenario #1.
2. Complete this exercise for your chosen student (scenario #2).
Use this information to hypothesize the most likely FUNCTION of the behavior
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Scenario #1
When asked to sit with to his peers in morning circle, Mike pulls the hair of the girl sitting next to him. The teacher tells Mike to go back and sit at his desk.
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Routine: “During ________________”
Antecedent/Trigger:
“When …
Behavior:
Student does…
Consequence/Outcome:
and as a result…
Therefore, the function of the behavior is to: get/avoid
Asked to sit with peers
Morning Circle
Pulls hair of girl next to him
Sent to sit at desk
Sitting at morning circle
Break
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After we defined the behavior (the What) & know Where, When & Why the behavior occurs…
Then we ask: Are there any events that happen outside of the routine that the make the behavior more likely to occur?
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2
Antecedents
1
Behavior
3
Consequence and Function
4
Setting Conditions
FBA-SSP Resource Guide: Element 3: Review Setting Conditions
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Antecedents vs. Setting Conditions
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Common Setting Conditions:
Non-example:
NOTE:
Setting Conditions can be difficult to identify and are often unknown—Why?
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When peers approach Victor in the hallway and say, “Hello,” he yells, “Leave me alone! Go away!” Peers say he is weird and walk away. This is most likely to happen on mornings that Victor got himself ready for school and got to the bus stop by himself.
What is the antecedent?
- Peers approach and say, “hello”
What is the setting condition?
- Got himself ready and to school by himself
Setting Conditions: Example
ACTIVITY 6:
Using your workbook, identify the following in the scenarios:
* The antecedent
* The most likely FUNCTION of the
interfering behavior
* The setting condition
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Teacher sends him
to the office
Function:
Scenario #1
When Jason is asked to outline a book chapter in Language Arts, he often argues, refuses to work, and uses profanity which results in being sent to the office for ‘disrespect.’ This behavior is more likely if Jason has an altercation with a peer on the bus on the way to school.
Setting condition
Antecedent
Behavior
Consequence
Peer altercation on bus on the way to school
Asked to outline chapter
Arguing with teacher, refusing to work, profanity
Routine:
Language Arts
Escape Task
Next Step: Observe the Context of the Behavior
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ABC Observation
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A-B-C Chart for Behavior
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What happened just before the behavior? | Behavior | What was student trying to get? | What did staff (incl. you) do after?
| How did student respond? |
|
| __ Teacher Attention/ Connection
__ Peer Attention/ Connection
__ Escape from Demand/Task
__ Sensory Input
__ Preferred Object/Activity |
|
|
Student Name: _________________ Staff Name: _______________________
Date of Incident: _______________ Time of Incident: ___________________
Setting Conditions
Antecedent
Behavior
Consequence
Typically on days when John has worked alone for 30 min…
when he’s given math worksheets & other assignments…
he doesn’t do his work and uses profanity.
The teacher gives the rest of the class a task to do then sits with John to give him support and help him do the work.
Practice Scenario for A-B-C Chart
John has been working alone for 30 min
Teacher hands math worksheets out and gives direction to complete silently
John puts his head down, then back up, then stares out window for 5 minutes before using profanity, saying he won’t do the work
The teacher gives the rest of the class a task to do, then sits with John to give him support and help him do the work
The same pattern has been observed for the previous 4 math classes
Setting Conditions
Antecedent
Behavior
Consequence
Typically on days when John has worked alone for 30 min…
when given math worksheets & other assignments…
he doesn’t do his work and uses profanity.
The teacher gives the rest of the class a task to do then sits with John to give him support and help him do the work.
Function of the Behavior = (Teacher) Attention/ Connection
Practice Scenario for A-B-C Chart
Setting Conditions
Antecedent
Behavior
Consequence
Typically on days when Sarah comes in late because she overslept…
when she’s given math worksheets & other assignments…
she doesn’t do her work and uses profanity.
Sarah is sent out of the classroom.
Practice Scenario for A-B-C Chart
The same pattern has been observed several times previously in math classes
Sarah came in to school late because she overslept
1. Sarah was given math worksheets and instructed to complete them before she could go grab a snack from the cafeteria
1. Sarah engages in side- conversation with a peer, throws an object
1. Teacher redirects Sarah to the worksheet task
2. Teacher redirects Sarah to the worksheet task
2. Sarah begins to swear at teacher and says she is not doing the worksheet
2. Sarah is sent out of the classroom (to the office) by teacher
Setting Condition
Antecedent
Behavior
Consequence
Typically on days when Sarah comes in late because she over-slept
when given math work sheets & other assignments…
she doesn’t do her work and uses profanity.
Sarah is sent out of the classroom.
Function of the Behavior = Avoids (work)
Practice Scenario for A-B-C Chart
Break
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Measuring Behavior
ABC data help us determine maintaining consequences and function
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Measuring and Monitoring Goals
Evaluation Plan:
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Data-Based Goals
A. Be written in observable, measurable terms
B. Include specific mastery criteria
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Measurement Opportunities
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Final Step: Draft Hypothesis
FBA & SSP Form: Element 6: Working Hypothesis
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Anatomy of an Hypothesis Statement
During ___________________________________,
(the routine or location)
When _____________________________________,
(summarize the antecedents here)
he/she will __________________________________
(summarize/define the behavior here)
in order to _____________________________.
(summarize the function here)
This behavior is more likely to occur if ___________________.
(summarize setting event here)
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ACTIVITY 7:
Using your workbook,
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Putting It All Together
Referencing the FBA-SSP Protocol…
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Next Session: �Competing Behavior Pathway
Desi
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Routine:
Outcome Behavior
Consequence/Function
Setting Condition
Antecedent
Interfering
Behavior
Consequence/Function
Alternative Behavior
Homework
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