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Conducting Functional Behavior Assessment (FBA)/Behavior Support Planning (BSP) with a Restorative Lens

10/03/2022

Jon Kidde MSW

Jeremy Tretiak MA, BCBA, VT-LBA

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Introductions (10 mins)

1. Who are you?

2. What is your role?

3. Why did you come to this session?

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FBA/BSP(10 mins)(FBT)—What is it?

Environment influences behavior

Environment shapes behavior

A model for systematically defining behavior, assessing the environment, and selecting interventions that match the function of behavior

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Behavior Pathway—ABC’s

Antecedent

(A)

Behavior

(B)

Consequence

(C)

F u n c t i o n

Setting Events/

Conditions

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The Word “Consequence”

Definition: Anything that happens after a behavior occurs.

Consequences can either:

Encourage (increase some dimension of) behavior, or

Discourage (decrease some dimension of) behavior

Past consequences influence likelihood the behavior will occur currently and in the future.

Patterns in consequences help us understand function.

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Developing a Behavior Support Plan

Identify a consistent response to the interfering behavior that does not reinforce the behavior

Identify a replacement behavior that fulfills the same function as the interfering behavior and ask/answer:

Does the behavior need to be taught?

How will the behavior be taught? By whom?

How will the behavior be reinforced?
How will the environment support the student?

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Contextual Fit

A good (and likely effective) plan contains elements that are culturally:

Equitable
Knowledgeable
Valid
Relevant

Ecological Perspective; Humanism

Systems of inter-related variables

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Restorative Approaches

Restorative Approaches are based on values and principles—ever-present in humanity.
If the values and principles are not applied, the practices will not work.
When we express these values and principles from the start in relationship and community building, we establish partnership rather than dominance.
We can then apply them when there are unmet needs and people have been harmed.

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Balance in the Process

Underlying all restorative approaches is the importance of relationship. This graphic shows the balance that exists in the restorative approach. The belief is that when we spend adequate time in each quadrant we are more effective in our learning, problem solving, and collaboration. This applies to meetings, circles, conversations and pedagogy.

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Restorative Principles

Exploring�Relationship

Meaningful�Engagement

Agency�&�Choice

Responsibility/�Accountability

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What does it look like?

Develop healthy relationships
Develop social-emotional understanding
Promote and strengthen sense of belonging and ownership

Identify the harm
Identify the needs
Develop a plan to address needs and repair harm

Reintegration

ALL: Build & Strengthen Relationships

SOME: Repair Relationships

FEW: Re-Entry

Reunite; Promote Equity�and Healing

ALL: Re-Entry

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Relationship Matrix

Vaandering & Evans, 2016

TO

FOR

WITH

NOT

People as objects to be ignored

neglect & rejection

*power over

HIGH

Support (for being human)

Expectation (for being human)

HIGH

LOW

People as objects of need

conditional acceptance

*power over

People as objects to be managed

conditional acceptance

*power over

People as subjects to be honored

unconditional acceptance

*power with

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Small Group Activity (10 mins)

In your small groups discuss any or all the following questions:

What do you like about merging these two practices? How do they enhance each other?

What are some challenges you anticipate in bringing them together?

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Competing Behavior Pathway

Routine: During math class…

Desired Behavior

Complete math assignment

Consequence/Function

Success, teacher acknowledgment

Setting Event

Poor grades in math class

Antecedent

Presented with double-digit addition problems

Challenging Behavior

Crying, pushing papers off desk

Consequence/Function

Sent to hall to ‘calm down’ Function: escape task

Alternative Behavior

Raise hand & ask for break

1. This is what we’re asking the student to do.

2. This is the result of the behavior currently.

3. Look how different this is from what’s happening now

4. The student is going to need to gain numeracy skills before being able to do this like peers

5. So… in the meantime we use the Alternative behavior

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Restorative Questions

What happened?

What led up to this?

What were you thinking/feeling at the time?

What were you hoping for at the time?

What was affected? How?

What support do you need in order to do things differently in the future?

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Competing Behavior Pathway Integrating Restorative Questions

Desired Behavior

Complete math assignment

Consequence/Function

Success, teacher acknowledgment

Agency, choice, self-determination

Setting Event

Poor grades in math class

Antecedent

Presented with double-digit addition problems

Challenging Behavior

Crying, pushing papers off desk

Consequence/Function

Sent to hall to ‘calm down’ Function: escape task

Alternative Behavior

Raise hand & ask for break

Restorative Questions

What happened?
What led up to this?
What were you thinking/feeling

at the time?

4. What were you hoping for at

the time?

5. Who was affected? How?

6. What support do you need in

order to do things differently in

the future?

The student is going to need to gain numeracy skills before being able to do this like peers

Unintended Consequence

Disrupt class

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Small Group Activity (15 mins)

In your small groups discuss any or all the following questions:

(revisit) What do you like about merging these two practices? How do they enhance each other?

(revisit) What are some challenges you anticipate in bringing them together?

(new) What might this look like in practice?

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Wrap-up and Takeaways (10 mins)

Head: What are you thinking…?

Heart: What are you feeling…? What emotions are you experiencing?

Feet: What’s one (or more) action step(s) you can take immediately?