FBA Final

Unsafe behaviors prioritized

These behaviors are addressed first, followed by interfering behaviors, with the most severe or dangerous behavior targeted initially

PBIS definition

decision-making framework (not a curriculum or intervention) used to select, integrate, and implement evidence-based academic and behavioral practices within a whole school

PBIS tiers

PBIS consists of three tiers: Tier 1 (universal), Tier 2 (targeted), and Tier 3 (intensive)

Georgia restraint law

Physical restraint is only allowed when a student is an immediate danger to self or others and not responsive to less intensive interventions

ABC data

Data collection method used to identify the function of behavior by recording antecedent, behavior, and consequence

Frequency

Measures how often a single behavior occurs

Frequency count

Measures how often multiple behaviors occur within a short period of time

Duration

HOW LONG. behaviors that last a long time (progress would be made to shorten)

Scatterplot

Identifies when behavior occurs by analyzing patterns across times or activities

Where to find interventions

Interventions are identified through FBA results and evidence-based practices

Antecedent modification

Proactive changes made to the environment before behavior occurs to reduce the likelihood of problem behavior

Consequence modification

what happens if the desired behavior is exhibited. Ex: reward with positive (extra free time, token, time with principal) to negative (task reduction, pass for homework)

Positive reinforcement effectiveness

Positive reinforcement is more effective than negative reinforcement for long-term behavior change

Working with teachers and parents

Be student-focused, collaborative, respectful, and build a shared vision while considering social validity

What to avoid with collaboration

Avoid being judgmental, dismissive, or overly complex in communication and planning

Suspension consequences

Suspension increases risk of behavior problems, dropout, and juvenile justice involvement

I in I FEED AV

Immediate reinforcement: Reinforcement should occur immediately after the behavior

F in I FEED AV

Frequent reinforcement: Reinforcement should be frequent, especially when teaching new behaviors (4:1 ratio)

First E in I FEED AV

Enthusiasm in reinforcement: Showing excitement increases effectiveness of reinforcement

Second E in I FEED AV

Eye contact reinforcement: Making eye contact strengthens reinforcement delivery

D in I FEED AV

Describe behavior reinforcement: Explicitly stating the behavior being reinforced helps learning

A in I FEED AV

Anticipation: Building excitement and anticipation for reinforcement can motivate students.  Hype it up!

V in I FEED AV

Variety in reinforcement: Using different reinforcers prevents loss of effectiveness

Deprivation reinforcement

If a student has not had access to the reinforcer, it is more likely to be an effective reinforcer.

Magnitude reinforcement

Larger rewards may increase motivation but should be balanced because they’ll tire of it.

Chance reinforcement

Unpredictable rewards increase motivation and engagement

Operational behavior definition should be

observable, measurable, and clearly defined

Functions of behavior EATS

escape, attention, tangible, and sensory

Positive reinforcement

Adding a stimulus to increase behavior

Negative reinforcement

Removing a stimulus to increase behavior

Positive punishment

Adding a stimulus to decrease behavior

Negative punishment

Removing a stimulus to decrease behavior

Antecedent strategies

Strategies used before behavior occurs to prevent problem behavior

Replacement behaviors

Appropriate behaviors taught to replace problem/targeted behavior

Functional behavioral assessment

Process used to identify the function of behavior and guide intervention (understand, prevent, replace, make)

Contingent praise

Praise given immediately after a desired behavior occurs

Motivational triggers

Events or conditions that increase the likelihood of a behavior occurring

Frequency data

Measures how often a behavior occurs

Duration data

Measures how long behavior lasts

Interval sampling

Measures whether behavior occurs during specific time intervals

ABC recording

Tracks antecedent, behavior, and consequence to determine function

Escape function

Behavior used to avoid a task or demand

Attention function

Behavior used to gain attention from others

Tangible function

Behavior used to gain access to items or activities

Sensory function

Behavior that provides internal stimulation (noise-canceling headphones, headphones, fidget toys, wiggle cushions, body breaks/wiggling)

Functional communication (behavior replacements)

Teaching appropriate ways to express needs and wants

Asking for breaks (behavior replacements)

Teaching students to appropriately request a break

Self-regulation strategies (behavior replacements)

Techniques such as breathing, counting, and calming activities to manage emotions

Appropriate attention seeking (behavior replacements)

Raising hand or asking politely instead of engaging in problem behavior

Waiting and turn-taking (behavior replacements)

Learning to delay gratification and share access to items

Following directions (behavior replacements)

Complying with instructions using supports like visual cues or first-then strategies

Proactive classroom strategies

Use of routines, structure, visual supports, and clear expectations to prevent behavior

TAPP model

A team-based, data-driven problem-solving approach for behavior intervention between teachers and parents

Family school partnerships

Collaborative trust-based relationships between educators and families designed to support student learning, development, and success

Cultural responsiveness

Adapting interventions to align with a student’s cultural background