Functional Behavior Assessments:

1. Functional Behavior Assessments: Rationale, Tools, and Expectations

2. Overview of Presentation • The why and when of conducting a functional behavior assessment • Tools and process • Written summaries of FBA • Connection with Proactive Behavior Intervention Planning

4. Minnesota Definition of a Functional Behavior Assessment "Functional behavioral assessment" or "FBA" means a process for gathering information to maximize the efficiency of behavioral supports. (MN Rule 3525.0210 sup. 22)

5. Why Functional Behavioral Assessments are Beneficial • Majority of student behavior is purposeful • Behavior (appropriate and inappropriate) relates to the context(s) in which it occurs • Past-to-present events influence behavior • FBAs provide a predictive function

6. Advantages of utilizing FBA’s • Improves understanding of the causes of behavior • Facilitates hypothesis-driven interventions • Emphasizes skill building rather than punishment • Increases chance of positive student outcomes

7. When is an FBA Required? • The emotional and behavioral disorders disability criterion currently requires that an FBA be conducted as part of the determination process (Minnesota Rule 3525.1329).

8. When is an FBA Required? • An FBA is required before a student’s IEP team makes a determination that conditional procedures should be in a student’s comprehensive behavior intervention plan (Minnesota Rule 3525.2710 Subp. 4F).

9. FBA Requirements Related to Suspensions

10. Pattern of Removal Requirement When a pattern of removal has the effect of a change in placement for a student, a functional behavior assessment needs to be conducted

11. Other Instances for Conducting an FBA • When a team is considering a more restrictive placement due to behavioral concerns • When emergency intervention used 2x in a month, team meeting to determine if additional evaluation needed and IEP amendment (MN Rule 3525.2900) • As outlined in the Behavior Intervention Plan

12. Current Data Collection Tool

13. An FBA includes: • Description of problem behaviors: Challenging behaviors defined in observable and measurable terms (i.e., one can see and count the behavior) • When the behavior is most likely to occur: Identification of events, times, and situations that predict the occurrence of the behavior • When the behavior is least likely to occur: Identification of events, times, and situations that predict the nonoccurrence of the behavior

14. An FBA includes (Cont.): • Identifies the Antecedents, Consequences, and Reinforcers that maintain the behavior • Hypothesis statement: Possible functions of the behavior • Replacement behaviors: Possible positive alternative behaviors • Assessment tools: Includes a variety of data collection methods and sources that facilitate the development of hypotheses and summary statements regarding behavioral patterns

15. Data Collection Tools • Interviews • Parent and staff interviews • Conducted individually or through team process • Examples on website • Student interview • Frustration and stress survey • Examples on website

16. Team Interview Framework • Narrative Option • Visual Overview Option

17. ABC’s of Behavior: FBA Terminology Consequences Antecedents Behavior (Outcome/Function) B C A Reinforcement Punishment Problem Behavior Appropriate Behavior Access Avoid/Escape SettingEvents Immediate Power/control Attention Acceptance Affiliation Gratification Justice/revenge Protection Etc. or Tasks Consequences Individuals Stress/anxiety Activities Symptoms Etc. or Goal: Decrease Goal: Acquire skill & Increase Fast Triggers Slow Triggers Environmental factors that influence behavior, not immediate Occur immediately before a behavior

18. Data Collection Tools (Cont.) • Direct Observations of Student • Purpose: • Opportunity to objectively support (or deny) a relation between behavior and environmental events • provides pre-intervention information useful for determining the significance of the problem behavior and the effects of environmental, curricular, and replacement behavior manipulations. • Provide basis for hypotheses statements that will guide behavior support plan development. • File Review: Carefully review information for patterns and necessary information • Additional: Surveys and Checklists

19. FBA Process and Expectations • Team approach important • Lead needed to coordinate assessment and information gathered • Data collection requires communication and collaboration among team members -who collects what information can vary • Written product contains required information

20. Written Expectations for FBA’s • Supplementary FBA’s • Notice of evaluation plan completed • Use supplementary evaluation report form in Campus • Integrated in a comprehensive evaluation

21. FBA’s Connection with Behavior Intervention Plans The data that is gathered through a Functional Behavior Assessment forms the basis to develop Behavior Intervention Plans The objective of any behavioral intervention must be the following: - pupils acquire appropriate behaviors and skills - skill acquisition focus rather than merely behavior reduction or elimination - designed to allow a student to benefit from an appropriate, individualized educational program