Functional Behavioral Functional Behavioral AssessmentAssessment

Data AnalysisData Analysis

AcknowledgementsAcknowledgements

Beth MarshallBeth MarshallSusan HollingerSusan HollingerDawn Frenette Dawn Frenette

Joan WoodJoan WoodKirksey McIntoshKirksey McIntosh

Elizabeth CameronElizabeth CameronSarah Rockwell Sarah Rockwell Cassie FishbeinCassie Fishbein

Barbara ForemanBarbara Foreman

REMINDERREMINDER

Reevaluation for IEP Changes ProcessReevaluation for IEP Changes ProcessSend Send Notice of Proposed Notice of Proposed

Meeting/Consent for Agency Meeting/Consent for Agency Participation Participation to parentto parent

Document purpose of meeting on profileDocument purpose of meeting on profileComplete Complete Notice of IEP Team’s Notice of IEP Team’s

Decision Regarding ReevaluationDecision Regarding Reevaluation – – Additional Data Additional Data

Complete Complete Notice and Consent for Notice and Consent for ReevaluationReevaluation

Functional Behavior AssessmentFunctional Behavior Assessment ““Why does this student behave the way he/she Why does this student behave the way he/she

does?” Answer the following questions:does?” Answer the following questions:Where is the behavior occurring most frequently?Where is the behavior occurring most frequently?Where is the behavior likely to occur?Where is the behavior likely to occur?With whom is the behavior likely to occur?With whom is the behavior likely to occur?What activities are most likely or least likely to cause the What activities are most likely or least likely to cause the

behaviors to occur?behaviors to occur?Are there situations when the behavior never occurs?Are there situations when the behavior never occurs?What happens before and immediately after the behavior What happens before and immediately after the behavior

occurs?occurs?What environment stimulus is present?What environment stimulus is present?Develop your hypothesis. What is reinforcing the Develop your hypothesis. What is reinforcing the

student’s behavior?student’s behavior?

Where Do I Begin?Where Do I Begin?

Place all like forms together in the following Place all like forms together in the following order:order: Parent Interview 1Parent Interview 1 Student Interview 1 and 2Student Interview 1 and 2 Teacher InterviewTeacher Interview ABC ChartsABC Charts Data Charts and GraphsData Charts and Graphs BASC – 2BASC – 2 Questions About Behavioral Function (QABF)Questions About Behavioral Function (QABF)

Presentation and Analysis of DataPresentation and Analysis of Data

SCHOOL OFFICE RECORDSSCHOOL OFFICE RECORDS– Attendance Records (Most Current)Attendance Records (Most Current)– Grades (Most Current)Grades (Most Current)

Failing grades may be due to several factors:Failing grades may be due to several factors:Incomplete workIncomplete workNot participating Not participating Fear of FailureFear of FailureTest anxietyTest anxietyDistractionsDistractionsCurriculum levelCurriculum levelPresentation StylePresentation StyleOther environmental factorsOther environmental factors

Presentation and Analysis of DataPresentation and Analysis of Data

– Discipline Reports (Most Current)Discipline Reports (Most Current)Look for patterns in the following:Look for patterns in the following:Setting (time of day, location, persons involved)Setting (time of day, location, persons involved)Antecedent (verbal or physical interactions with peers, Antecedent (verbal or physical interactions with peers,

adults, or surroundings)adults, or surroundings)Form of the behavior (acting out, shutting down, etc.)Form of the behavior (acting out, shutting down, etc.)Consequence or payoff (power, escape, attention, tangibles)Consequence or payoff (power, escape, attention, tangibles)

InterviewsInterviews

Types of InterviewsTypes of Interviews– Parent Interview 1Parent Interview 1– Student Interview 1Student Interview 1– Student Interview 2Student Interview 2– Teacher InterviewTeacher Interview

Parent Interview 1Parent Interview 1 By reviewing the parent interview first, we give the parent By reviewing the parent interview first, we give the parent

immediate ownership and input for this process. immediate ownership and input for this process. While reviewing the information provided, check for correlations While reviewing the information provided, check for correlations

with teacher input. with teacher input. Questions 1-5 provide updated medical information. Questions 1-5 provide updated medical information. Questions 6-14 provide insight into the student’s home behavior Questions 6-14 provide insight into the student’s home behavior

and the affects of that behavior.and the affects of that behavior. Question 15 provides information on parents understanding of Question 15 provides information on parents understanding of

school behaviors.school behaviors. Questions 16-18 provide information regarding the students Questions 16-18 provide information regarding the students

positive attributes, interests and responsibilities.positive attributes, interests and responsibilities. Comments- These are always interesting and sometimes helpful.Comments- These are always interesting and sometimes helpful.

Student Assisted InterviewsStudent Assisted Interviews Complete both Student Interview formsComplete both Student Interview forms

Both forms are suggested because they offer different Both forms are suggested because they offer different information.information.

Student Interview 1 tells us how a student perceives Student Interview 1 tells us how a student perceives school. school.

Student Interview 2 tells us if the student can identify his or Student Interview 2 tells us if the student can identify his or her inappropriate behavior as well as offer any solutions her inappropriate behavior as well as offer any solutions he or she may have for problem solving. Interview 2 also he or she may have for problem solving. Interview 2 also gives us insight into the likes and dislikes of the student.gives us insight into the likes and dislikes of the student.

If the student cannot understand the questions, the teacher If the student cannot understand the questions, the teacher should read and/or modify the information for better should read and/or modify the information for better understanding.understanding.

Student Assisted Interview 1Student Assisted Interview 1

Questions 1-8 address how the student Questions 1-8 address how the student feels about his or her work.feels about his or her work.

Questions 9-12 tell us if the student feels he Questions 9-12 tell us if the student feels he or she is treated fairly. or she is treated fairly.

Student Assisted Interview 2Student Assisted Interview 2

Questions 1-3 show students ability to Questions 1-3 show students ability to recognize his or her elements of appropriate recognize his or her elements of appropriate and inappropriate behavior.and inappropriate behavior.

Questions 4-7 identify possible motivators.Questions 4-7 identify possible motivators. Probes- This should be used to further Probes- This should be used to further

question student about elements of behavior.question student about elements of behavior. Subject Rating Scale- Identifies which subject Subject Rating Scale- Identifies which subject

the student likes and strengths to build on.the student likes and strengths to build on.

Teacher InterviewTeacher Interview Questions 1-4 identify the problem behavior.Questions 1-4 identify the problem behavior. Questions 5-14 identify possible triggers to inappropriate Questions 5-14 identify possible triggers to inappropriate

behavior. behavior. Questions 15-19 help us to identify the consequences or Questions 15-19 help us to identify the consequences or

payoff for the student when he or she displays the payoff for the student when he or she displays the inappropriate behavior. inappropriate behavior.

Questions 20-23 help us to identify physiological or Questions 20-23 help us to identify physiological or environmental factors that may be causing the inappropriate environmental factors that may be causing the inappropriate behavior. behavior.

Question 24-25 identify motivators for the student.Question 24-25 identify motivators for the student. Question 26 and comments identify student strengths and Question 26 and comments identify student strengths and

attributes.attributes.

ABC ChartsABC Charts(Antecedent, Behavior, (Antecedent, Behavior,

Consequences)Consequences) Please note secondary and elementary teachers Please note secondary and elementary teachers

should use the designated chart. should use the designated chart. DefinitionsDefinitions

Antecedent- This describes who is present, where the Antecedent- This describes who is present, where the behavior is displayed, when the behavior is displayed, behavior is displayed, when the behavior is displayed, and any other verbal or physical elements that may and any other verbal or physical elements that may trigger the behavior.trigger the behavior.

Behavior – A description of the students’ actions and/or Behavior – A description of the students’ actions and/or words.words.

Consequences – What occurred after the behavior was Consequences – What occurred after the behavior was exhibited. (The big payoff or motivator for the behavior!) exhibited. (The big payoff or motivator for the behavior!)

GRAPHSGRAPHS

Frequency ScatterplotsFrequency Scatterplots Measures how many times the behavior occurs in a Measures how many times the behavior occurs in a

specific amount of timespecific amount of time

Duration Data SheetsDuration Data Sheets Measures how long the behavior lastsMeasures how long the behavior lasts

Latency Data SheetLatency Data Sheet Measures how long it takes the student to respond to a Measures how long it takes the student to respond to a

cue before engaging in the task respondcue before engaging in the task respond

Behavior Assessment Scales for Behavior Assessment Scales for Children-2 (BASC-2)Children-2 (BASC-2)

Parent BASC-2Parent BASC-2 Teacher BASC-2 (A minimum of 3 teachers Teacher BASC-2 (A minimum of 3 teachers

should complete each form.)should complete each form.)Use the same teachers for all forms.Use the same teachers for all forms.

Student BASC-2, if applicableStudent BASC-2, if applicable TRS-T score profileTRS-T score profile

ElementsElements Content scalesContent scales

Questions About Behavioral Questions About Behavioral Function (QABF)Function (QABF)

Parent (1 QABF form for each identified Parent (1 QABF form for each identified behavior)behavior)

Teacher (A minimum of 3 teachers should Teacher (A minimum of 3 teachers should complete each form.) complete each form.) Use the same teachers for all forms.Use the same teachers for all forms.One QABF needs to be completed for each One QABF needs to be completed for each

specific behavior addressed.specific behavior addressed.This form shows the function or motivator for This form shows the function or motivator for

each individual behavior.each individual behavior.

Completed Functional Completed Functional Behavior Assessment PacketBehavior Assessment Packet

Functional Behavior AssessmentFunctional Behavior Assessment ““Why does this student behave the way he/she does?” Why does this student behave the way he/she does?”

Answer the following questions:Answer the following questions:When is the behavior occurring most frequently?When is the behavior occurring most frequently?Where is the behavior most likely to occur?Where is the behavior most likely to occur?With whom is the behavior likely to occur?With whom is the behavior likely to occur?What activities are most likely or least likely to cause the What activities are most likely or least likely to cause the

behaviors to occur?behaviors to occur?Are there situations when the behavior never occurs?Are there situations when the behavior never occurs?What happens before and immediately after the behavior What happens before and immediately after the behavior

occurs?occurs?What environmental stimulus is present?What environmental stimulus is present?

Wrapping UpWrapping Up From beginning to end, in reviewing the FBA data, From beginning to end, in reviewing the FBA data,

this portion of the IEP meeting will last this portion of the IEP meeting will last approximately 30 minutes. Please plan accordingly. approximately 30 minutes. Please plan accordingly.

Behavior Consultant and Resource Consultant are Behavior Consultant and Resource Consultant are available to assist.available to assist.

All in-service power points from this series will be All in-service power points from this series will be on the BCBE web site. on the BCBE web site.

The fourth part of the series of presentations for The fourth part of the series of presentations for behavior will be presented in Moodle as well. Stay behavior will be presented in Moodle as well. Stay tuned!tuned!