functional behavior assessment & positive behavior support plans presented by presented by...
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Functional Behavior Functional Behavior Assessment Assessment
&&Positive Behavior Support Positive Behavior Support
PlansPlans
Functional Behavior Functional Behavior Assessment Assessment
&&Positive Behavior Support Positive Behavior Support
PlansPlans Presented byPresented by
Samantha LevySamantha Levy
Behavior Plans in IEPs
In the case of a child whose behavior impedes his or her learning or that of others, consider, when appropriate, strategies including positive behavioral interventions, strategies, and supports to address behavior.
FBA & PBSP• Functional Behavior Assessment
– Define behavior– Collect data– Determine the function of the
behavior
• Positive Behavior Support Plan– Make changes to the environment to
include prevention strategies– Teach replacement behavior– Determine reactive strategies (ignore,
redirect, crisis plan if needed)
• Collect data• Review and revise
All Behavior All Behavior CommunicatesCommunicatesAll Behavior All Behavior
CommunicatesCommunicatesFiguring out what the Figuring out what the
behavior communicates is behavior communicates is the key to solving the the key to solving the
problem.problem.
Functional Behavior Assessment
• Determine the function and communicative intent of the
behavior.
• The “form” of the behavior does not really matter; it’s the function.
Define the Target Behavior
• An adequate description of the behavior will be the basis for collecting data and designing a plan.
• A sound description will produce a common understanding of the problem.
• Do not attempt to describe all of the difficult behaviors. Decide which
behavior(s) need the most immediate attention.
Define the Target Behavior
• “Jennifer plays in the corner by herself.”
• “Kevin makes verbal threats to the teacher.”
• “Brittany does not do her work.”
Do not say what Brittany is not doing; say what she is doing.
What is Brittany doing when she is not doing her work?
Before we Conduct a Functional Behavior
Assessment:
• When a student struggles academically, we look for instructional solutions. We should take the same approach for behavior difficulties.
• Change instruction before you develop a complicated plan.
Assess Setting Events/Risk Factors
• Biological setting events:
– Fatigue– Physical pain and discomfort– Hunger/thirst– Medication
Assess Setting Events/Risk Factors
• Physical setting events:– Noise– Humidity– Temperature– Crowding– Architecture/seating
arrangements
Function of Behavior
• The goal is to figure out the communicative intent of the behavior so an alternative way for the student to communicate his/her needs can be taught.
• Even if a student has good verbal abilities and adequate cognitive skills, his/her misbehavior still acts as a communicative message.
The studentThe student’’s needs are s needs are legitimate. legitimate.
The studentThe student’’s needs are s needs are legitimate. legitimate.
It is the behavior used to It is the behavior used to communicate those needs that is not.communicate those needs that is not.
Designing Behavior Designing Behavior Intervention PlansIntervention Plans
Designing Behavior Designing Behavior Intervention PlansIntervention Plans
Overall Intervention Strategy
• Traditional Approach– Remediate problem behavior
• Positive Behavior Support– Remediate deficient environments– Remediate deficient behavior
repertoires (social skills, problem-solving skills, communication skills)
Guiding Principles
• Teaching (supporting and developing skills) is the heart of the approach,
not problem behavior suppression.• Redesigning environments
(modifying the context) is the heart of approach, not contingency management.
• A support plan vs. a control plan.
Two Types of Preventative Strategies
• Permanent environmental changes– Ongoing negative patterns and interactions
• Temporary environmental adjustments– Immediately decrease problem behavior– Gives opportunity to teach new skills– Shape behavior back to normalized routine– Varies widely depending on student’s needs
Prevention strategiesPrevention strategies are the are the most most
important componentimportant component of behavior of behavior
intervention plans.intervention plans.
Prevention strategiesPrevention strategies are the are the most most
important componentimportant component of behavior of behavior
intervention plans.intervention plans.
TEACHTEACHTEACHTEACHProblem behavior generally occurs for Problem behavior generally occurs for
two reasons: two reasons:
Skill deficits or performance deficitsSkill deficits or performance deficits. . Remember: “diagnosis matters”
Replacement Behavior
• “Fair-pair rule”:For every behavior that is decreased, a different
behavior must be increased.
• Can’t “stamp out” behaviors in individuals.
Principal of Functional Equivalence
Problem behavior: hitting
Communication: “Hi”
ATTENTIONATTENTION
If you strengthen one behavior, If you strengthen one behavior, the other behavior becomes the other behavior becomes irrelevant.irrelevant.
When a functionally equivalent When a functionally equivalent response is response is taughttaught, one should see , one should see a decrease in the frequency of the a decrease in the frequency of the
problem behavior.problem behavior.
When a functionally equivalent When a functionally equivalent response is response is taughttaught, one should see , one should see a decrease in the frequency of the a decrease in the frequency of the
problem behavior.problem behavior.
REACTREACTREACTREACTEffective reactive strategies Effective reactive strategies reduce the intensity and reduce the intensity and frequency of the behavior frequency of the behavior because it is no longer because it is no longer effective, efficient, or desirable.effective, efficient, or desirable.
Ideas for reactive strategies
• Ignoring– Do NOT ignore the student; ignore the
behavior
• Redirection– Break the “cycle” of the behavior
• Presenting feedback– Non-threatening; what to do next