Simplified FBA Considering Function in Everyday Classroom Settings

Simplified FBA: Considering Function in Everyday Classroom Settings Terrance M. Scott, Ph. D. ABRI University of Louisville t. scott@louisville. edu ©Scott, 2011

FBA Assessing predictable relationships between the environment and behavior § Involves gathering information from all those who know student § Predict when/where behavior problems will occur § Determine why problems occur § The purpose is to get the information necessary to create a successful plan ©Scott, 2011

Why Do People Behave? Modeling? Accident? Instinct? Condition? ? Why Do People Continue Behaving? IT WORKS! ©Scott, 2011

Functions • Legitimate Functions – Get something (attention, tangible, event, etc) – Avoid something (attention, event, person, etc) – Self-stimulation (hair twirling, rocking, etc) • Non-Legitimate functions – Power (not specific - all behavior is for power) – Control (not specific - all behavior is for control) – Didn’t take meds (antecedent - not a function) – Crazy parents (not a function) ©Scott, 2011

Function of Behavior ©Scott, 2011

Simplified FBA 1. Identify a behavior of concern – Define in a way that is observable 2. Identify predictors in the environment – Things that happen before and after 3. Identify a function – Why does that happen? 4. Teach a replacement behavior – What is appropriate way to get same function? 5. Change the environment to prevent – – What could make the problem not happen? What consequences are functional? ©Scott, 2011

Functional Behavior Pathways Problem Behavior Setting Condition Antecedent Trigger Replacement Behavior Access or Avoid = reinforce ©Scott, 2011

Eric yawns loudly when the teacher is working with another student and the teacher comes to him and answers a question ©Scott, 2011

Eric taps his pencil loudly against his paper while teacher is working with another student and the teacher comes to him and provides assistance on math ©Scott, 2011

Eric drums on his desk while the teacher works at the board and the teacher looks at him and excuses him to the restroom ©Scott, 2011

STEP 1 DEFINE THE PROBLEM Be so clear in your definition that when you’re done anyone could act out the problem and it would look/sound just like it does in reality ©Scott, 2011

STEP 2 IDENTIFY PREDICTORS Let’s bet – when do you think Eric will make noises? Also, what do you think will likely happen when he does? On what environmental events would you put your money? ©Scott, 2011

Functional Behavior Pathways ERIC In an academic setting No direct teacher attention Disruptive Noises Replacement Behavior Teacher provides attention ©Scott, 2011

STEP 3 IDENTIFY FUNCTION What’s the purpose of this behavior? Why would the student want to do it? What is in it for him? ©Scott, 2011

Functional Behavior Pathways ERIC In an academic setting No direct teacher attention Disruptive Noises Replacement Behavior Teacher provides attention The function of the behavior is to gain teacher attention ©Scott, 2011

STEP 4 TEACH A REPLACEMENT BEHAVIOR What behavior would get the same function for the student and be appropriate for environment? ©Scott, 2011

Functional Behavior Pathways ERIC In an academic setting No direct teacher attention Disruptive Noises Raise Hand wait quietly Teacher provides attention ©Scott, 2011

Effective Instructional Strategies Modeling • Show and tell students what it is that is expected under specific circumstances. Do not assume that they know and can. Opportunities to Respond (OTR) • Asking questions - Group (choral) or individual responses (evidence says mixed) • Requests for student behavior Prompts and Cues - Verbal and Gestural - Precorrection http: //louisville. edu/education/srp/abri ©Scott, 2011

STEP 5 CHANGE THE ENVIRONMENT TO PREDICT SUCCESS What can be done before the behavior occurs and what should be done after positive and negative behaviors? ©Scott, 2011

Developing a plan for creating an instructional environment that predicts positive behavior in place of problems BIP § Teach replacement behaviors § Create environments that predict success § Facilitate success § Provide functional consequences for positive & negative behaviors § Monitor effectiveness of plan ©Scott, 2011

Functional Behavior Pathways Routines Curriculum Time Academic work setting Expectations Engagement No direct teacher attention Physical Arrangement Functional Consequence Disruptive noises Raise hand wait quietly Teacher provides attention Examples Prompts Functional Consequence ©Scott, 2011

Effective Reinforcement • Use the least amount necessary • Approximate and/or pair with natural reinforcers • Make part of routine and systems Eric: hand raising • Pre-plan and teach consequences ©Scott, 2011

Effective Punishment • Use the least amount necessary • Pre-plan and teach • Use only with reinforcement for replacement behavior Chris: • Should defeat Punishment function of problem behavior ©Scott, 2011

Escape Function Student Example Routines Curriculum Time In an academic classroom Expectations Engagement Any request to work on academics Physical Arrangement Rude, defiant, refuses, ignores Complete work to earn free time Functional Consequence Escape academic work in class Examples Prompts Functional Consequence ©Scott, 2011

Doctoral Program In Behavior Disorders Terry Scott Professor and Distinguished University Scholar College of Education and Human Development University of Louisville, KY 40292 t. scott@louisville. edu (502) 852 -0576 ©Scott, 2011