be used to address it. effectiveness is made regularly through formal and/or informal measures. Simple/ Brief To address one specific behavior, at school, in one setting or limited contexts when safety to student or others is not a concern. Competing behavior pathways level of detail; Suggested data points: FACTS worksheet, Review Existing Data worksheet, interviews and/or informal observations. PBIS Tier 2, Team members that includes the parent(s) and student. It is recommended that a staff person with expertise in FBA/BIPs facilitate the process. Planned, intentional intervention that uses a set of strategies to address targeted behavior and meets the need of the student. Implementation is monitored with data to assess effectiveness. Multiple Domain To address significant challenging student behaviors which may not be adaptive in the school environment. Typically used at PBIS Tier 3. If behaviors result in a disciplinary change of placement, seclusion, and/or restraint, IEP teams should consider conducting a complex FBA to meet the legal requirements. The IEP team may also determine to conduct a complex FBA as part of a special education evaluation. Formal observations, interviews, and multiple data sources, using scatter plots, tracking and analysis of behavior patterns over multiple days and settings. Data is triangulated and analyzed to provide detailed picture of the behavior and the conditions under which it occurs. Individualized team or IEP team that includes input from the parent(s) and student. If student receives special education services, this may be part of a special education evaluation and will be driven by IEP team. Formal, intentional plan for intensive interventions that address complex behaviors based on positive behavioral interventions and supports.
Setting Events: Antecedents: Target Behavior: Function: To obtain/get or avoid (circle one) <insert outcome> Replacement Behavior: Using the Competing Behavior Pathway model, teams would determine the current target behavior, along with any relevant setting events and antecedents that lead to the function. The expected behavior and outcome for the identified routine are identified as the desired behavior and desired outcome. The replacement behavior is a more acceptable behavior than the current target behavior. It is important to remember that the replacement behavior must lead to the same function for the student, even if it is not the outcome desired by the teacher. Think of the target behavior as the basement. It's not a place we want to stay, so we design interventions and supports to change the current patterns. The replacement behavior is the staircase to get us to the first floor, but it will not be the elevator to get us to the eighth floor, where the desired behavior is achieved. Once the replacement behavior is taught to fluency, the replacement behavior becomes the target behavior and a new replacement behavior is taught to get us to the second floor. This process is continued as the student becomes fluent in each new behavior until the desired behavior is learned, practiced, and generalized. FBA Process and Data Collection Tools In conducting a functional behavioral assessment, the team must identify and define the problem behavior first in broad terms and then move to specific terms as the process proceeds. Each of the behavioral assessments that are conducted will follow a unique path based on the data needed. The process will begin with a team meeting where a decision is made to collect data on behavior. Based on the behavior(s), a plan for the observation and collection of behavioral data will be established by the team. The following sample data collection tools may be used to complete the process.
Review each of the behaviors based on the following information: How often does the target behavior occur? 2-3 times per week or less 1-2 times per day 1-2 times per hour 3 or more times per hour How long does a single instance of the behavior typically last? Less than a minute or two 5-10 minutes 15-30 minutes An hour or longer How fluent is the student in using this behavior? Behavior is newly learned Behavior is inconsistently exhibited, though it may be seen in more than one setting on an irregular basis Behavior is reinforced within his/her cultural context and occurs in more than one setting Behavior occurs consistently across all settings and is reinforced within his/her cultural context How intense is the behavior? Doesn't significantly disrupt learning and will stop if ignored Interferes with this student's learning Is disruptive to the instructional process for the student and others Instruction is not able to continue for any students How unsafe is the behavior? No concern for physical safety of student or others Physical safety of the student is of concern Physical safety of others is a concern Others are frequently hurt or in imminent danger of being hurt Based on the information collected, prioritize the behaviors in clear, measureable, and observable terms. Hypothesis: Why does the behavior occur? What is the student’s reason/motivation? What types of antecedents do you see with the targeted behavior(s)? Are there any commonalities in the environments in which the behavior(s) occur? Are the behaviors similar or different at home, and do they vary in school settings?
Forced-Choice Reinforcement Menu Student’s Name Review Date Mo./Day/Yr. In order to identify possible classroom reinforcers, it is important to go directly to the source, namely, you the student. Please read the following paragraph carefully: Let’s suppose you have worked hard on an assignment and you think you have done a superb job on it. As a reward for your effort, which one of the two things below would you most like to happen? Choose the reward from each pair that you would like best and mark an“X” in the blank that comes in front of it. Remember, mark only one choice for each pair. Teacher writes “100” on your paper. (A) Be first to finish your work. (CM) A bag of chips. (CN) Classmates ask you to be on their team. (P) Be free to do what you like. (I) Teacher writes “100” on your paper. (A) Classmates ask you to be on their team. (P) Be first to finish your work. (CM) Be free to do what you like. (I) A bag of chips. (CN) Teacher writes “100” on your paper. (A) Classmates ask you to be on their team. (P) Be first to finish your work. (CM) Be free to do what you like. (I) A bag of chips. (CN) Teacher writes “100” on your paper. (A) Classmates ask you to be on their team. (P) Be free to do what you like. (I) Be first to finish your work. (CM) A bag of chips. (CN) Teacher writes “A” on your paper. (A) Be the only one that can answer a question. (CM) A candy bar. (CN) Friends ask you to sit with them. (P) Be free to go outside. (I) Teacher writes “A” on your paper. (A) Friends ask you to sit with them. (P) Be the only one that can answer a question. (CM)
ABC Recording Form 2 Observer’s Name First & Last Student’s Name First & Last Setting e.g., class #, gym, playground Date Mo./Day/Yr. # Time Activity/Task Antecedent Behavior Outcome/Consequence 1 Large group instruction Small group work Independent work Unstructured time Specify: Given instruction Authoritative Personalized Group Given correction Alone (no attention/no activity) With Peers Engaged in preferred activity Preferred activity removed Transition: Change in activity Other/Notes: Child’s attitude, fear state, beliefs, thoughts, mood Adult attention provided Peer attention provided Got preferred activity/item Got sensation Adult attention avoided Peer attention avoided Task/activity avoided Sensation avoided Other/Notes: 2 Large group instruction Small group work Independent work Unstructured time Specify: Given instruction Authoritative Personalized Group Given correction Alone (no attention/no activity) With Peers Engaged in preferred activity Preferred activity removed Transition: Change in activity Other/Notes: Child’s attitude, fear state, beliefs, thoughts, mood Adult attention provided Peer attention provided Got preferred activity/item Got sensation Adult attention avoided Peer attention avoided Task/activity avoided Sensation avoided Other/Notes:
5 Large group instruction Small group work Independent work Unstructured time Specify: Given instruction Authoritative Personalized Group Given correction Alone (no attention/no activity) With Peers Engaged in preferred activity Preferred activity removed Transition: Change in activity Other/Notes: Child’s attitude, fear state, beliefs, thoughts, mood Adult attention provided Peer attention provided Got preferred activity/item Got sensation Adult attention avoided Peer attention avoided Task/activity avoided Sensation avoided Other/Notes: 2 BRIEF Large group instruction Small group work Independent work Unstructured time Specify: Given instruction Authoritative Personalized Group Given correction Alone (no attention/no activity) With Peers Engaged in preferred activity Preferred activity removed Transition: Change in activity Other/Notes: Child’s attitude, fear state, beliefs, thoughts, mood Adult attention provided Peer attention provided Got preferred activity/item Got sensation Adult attention avoided Peer attention avoided Task/activity avoided Sensation avoided Other/Notes: Teacher’s description of the accuracy of the observation. How representative of a typical time in class was this observation? Student rarely acts in this manner Somewhat representative of a typical class The observation represented a typical class 0 1 2 3 4 5 6 7 8 9 10 Adapted from S. Loman (2009) and R. Van Norman (2008). Retrieved October 29, 2013, from .