Table of Contents
Recent Developments in Functional Behavioral Assessment and Support
Morning Agenda
The Individualized Positive Support Project
An Initial Career Award
Features of the Individualized Positive Support Project:
Effective Behavior Support (EBS) - A systems approach:
6 Key Concepts for School-Wide Discipline: 1. Clearly defined expectations and behavioral examples that permit consistent communications for all staff and students across all settings.
2. Procedures are in place for teaching expected behaviors, rules, routines, and positive and negative consequences, including:
3. Students who meet behavioral expectations are acknowledged by staff frequently in predictable tangible ways.
Cameron, J., Banko, K. M., & Pierce, W. E. (2001). Pervasive negative effects of rewards on intrinsic motivation: The myth continues. The Behavior Analyst, 24(1), 1-44.
Situations Where Rewards Increased Intrinsic Motivation, even when no longer given:
Flora, S. R., & Flora, D. B. (1999). Effects of extrinsic reinforcement for reading during childhood on reported reading habits of college students. The Psychological Record, 49, 3-14.
4. Procedures for discouraging problem behavior include teaching and strengthening appropriate replacement behaviors.
5. School-wide discipline is monitored regularly to examine patterns in discipline referral data across:
6. A school-wide leadership team, with active administrative and district support, takes responsibility for:
The Individualized Positive Support Project combined school-wide discipline efforts with inservice training on functional assessment and support.
1998-1999
1999-2000
2000-2001
Who Needs Individualized, Positive Support?
Most elementary school students do not get any discipline referrals.
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7 out of 8 students who had discipline referral problems before their teachers took a class on functional assessment and developed an individualized, positive behavior support intervention, reduced their rate of discipline referrals afterwards.
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How did the teachers who were successful get these students to improve their behavior?
Individualized, positive, interventions were used.
What is the process?
The process involves:
Interviewing parents is a good way to start but you need to explain functional assessment to the parents.
From the “Parents’ Guide to Functional Assessment and Support” by Tobin & von Ravensberg (2001)
FIRST, THE BAD NEWS . . .
We have all heard people say things like:
Functional assessments are by nature variable.
Functional Assessment at Home
How can cooking behavior be motivated?
Four major elements are studied in functional assessments:
Setting Events
Antecedents
Behavior
Consequences
Environmental factors are related to all kinds of behaviors: both problem behaviors and desired behaviors.
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The maintaining consequences that result in many behaviors being repeated over and over fall into two big categories (with innumerable variations):
Getting something
Getting out of something
A functional assessment will help us understand if a problem behavior is meeting some need or serving some purpose.
Brainstorming
Narrow Down the List
If a simple functional assessment is not enough, teachers and parents should seek help from others in their school, district, and community.
Early intervention is worth the effort; don’t wait for a crisis to seek help.
New Functional Assessment Materials for Teachers and Other School Staff
We Used New Print and Digital Materials on Functional Assessment.
O’Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behavior: A practical handbook. Pacific Grove, CA: Brooks/ Cole.
Competing Behavior Pathway
PPT Slide
a) Brainstorm intervention strategies for
Setting Event Adaptations
Antecedent Changes
Teaching Appropriate Behavior
3 Consequence Changes Needed:
Consequent Changes for Desired Behaviors
Hall, R. V., & Hall, M. L. (1998). How to use systematic attention and approval, 2nd edition. Austin, TX: PRO-ED.
Hall, R. V., & Hall, M. L. (1998a). How to use planned ignoring (extinction), 2nd edition. Austin, TX: PRO-ED.
Consequent Changes for Problem Behaviors
Consequent Changes for Alternative Behaviors
Brainstorming ways to get attention:
Hofmeister, A., Althouse, B., Morgan, D. P., Reavis, H. K., Likins, M., & Jensen, W. R. (1999). Functional Assessment Intervention Program (FAIP): Software that makes conducting FBAs easier. Longmont, CO: Sopris West.
Witt, J. C., Daly, E. M., & Noell, G. (2000). Functional assessments: A step-by-step guide to solving academic and behavior problems. Longmont, CO: Sopris West.
Liaupsin, C. J., Scott, T. M., & Nelson, C. M. (2000). Functional behavioral assessment: An interactive training module: User’s manual and facilitator’s guide, 2nd edition. Longmont, CO: Sopris West.
Practice Session: Using the Classroom Rating Scale and Other Items in Your Notebook
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