Functional Behavior Assessment and PBIS An overview of

Functional Behavior Assessment and PBIS An overview of the process

My underlying assumptions § All behavior communicates. § Behavior is taught and learned. § We bring our own issues to the “behavior dance. ” § Classroom issues (Tier 1 and 2) first. § Diagnosis matters.

All behavior communicates.

Behavior is taught and learned.

We bring our own issues to the behavior dance. What behaviors push your “hot” buttons?

Classroom issues first.

Diagnosis matters. After a hasty special education placement for behavior problems, school officials were embarrassed to learn that Marty really did have ants in his pants.

Tier 3 Behavior Support ❖ Verify the seriousness of the behavior. ❖ Functional Behavior Assessment: ❖ ❖ Define Behavior; ❖ Collect Data; ❖ Determine the function of the behavior(s). Behavior Intervention Plan (prevent, teach, react): ❖ Environmental changes to include preventative strategies and meeting the prevent student’s needs; ❖ Teach replacement behaviors; ❖ Determine reactive strategies. react ❖ Collect Data ❖ Review and Revise

Verify the seriousness of the behavior. § Does the student’s behavior significantly differ from that § § § of his/her classmates? Does the student’s behavior lessen the possibility of successful learning for the student and others? Have past efforts to address the student’s behavior using standard interventions been unsuccessful? Does the student’s behavior represent a behavioral deficit or excess, rather than a cultural difference? Is the student’s behavior serious, persistent, chronic, or a threat to the safety of the student or others? If the behavior persists, is some disciplinary action likely to result?

§ Observable: The behavior is an action that can be seen. § Measurable: The behavior can be counted or timed. § Don’t include “mind-reading”

Observable/Measurable Definition Non-observable/measurable Definition Talks when teacher is lecturing, calling out in a loud voice, singing Disruptive behaviors Draws pictures during group work time Off-task behaviors Throwing objects, Kicking over chairs Angry, Hostile Behaviors Calls peers names Inappropriate language Tapping/ drumming on desk, looking around the classroom Attention problems Puts fingers in ears when the teacher is telling him something Non-compliance Yells “No” or “You can’t make me” when given direction Defiance

Collecting information about the behavior § Identify what you need to know § Use direct and indirect assessment § Make an ABC Where: 2 2 Under what conditions: 4 Function: 5 Because: 1 The student does: 3 And as a result:

Determine the function

But the most important question: What lagging skills help us understand why the child is getting/avoiding/escaping in such a maladaptive way?

The behavior support plan!

Setting up the environment to support behaviors you want to encourage and prevent behaviors you want to avoid.

Teaching new behaviors These have to be as “easy” as the original behavior. They have to work as effectively. Learning new behaviors takes time. Skill deficit Performance deficit

Reacting in ways that help § The goal is not “to punish. ” The goal is to get back to teaching and learning. § Consequences can be used fairly and reasonably: § The child must have the ability to avoid the consequences § The child must know that the consequence exists § The powerful behavior changers are environmental supports and teaching new behaviors

Collect data after you implement the plan.

Review the data and revise the plan.

Tier 3 Behavior Support ❖ Verify the seriousness of the behavior. ❖ Functional Behavior Assessment: ❖ ❖ Define Behavior; ❖ Collect Data; ❖ Determine the function of the behavior(s). Behavior Intervention Plan (prevent, teach, react): ❖ Environmental changes to include preventative strategies and meeting the prevent student’s needs; ❖ Teach replacement behaviors; ❖ Determine reactive strategies. react ❖ Collect Data ❖ Review and Revise

Behavior is not learned overnight. It won’t change overnight.