FBA PPT

Slide 1: Project Groups

• Group Formation: Organize project groups for collaboration:

  • Group 1: Gloria, Nunna, Ervin, Stefany

  • Group 2: Emma, Sandy, Iris, Kelsey

  • Group 3: Anee, Stephanie, M

  • Group 4: Maria O, Payton, Abbey, Akina

  • Group 5: Katheryn, Kalea, Marissa

  • Group 6: Bella, Sarah, Danielle, Chloe, Taylor

Slide 2: Course Information

• Course Title: TCHLRN 570

• Focus: Functional Behavior Assessment

• Instructor: Jamie Akan

Slide 3: Reinforcement and Punishment

• Positive Reinforcement: Adds a pleasant stimulus to increase or maintain behavior (e.g., rewards or praise).

• Negative Reinforcement: Removes an unpleasant stimulus to increase or maintain behavior (e.g., stopping a loud noise when desired behavior occurs).

• Positive Punishment: Adds an unpleasant stimulus to decrease behavior (e.g., reprimanding for disruptive behavior).

• Negative Punishment: Removes a pleasant stimulus to decrease behavior (e.g., taking away recess time for misbehavior).

Slide 4: Conducting Functional Behavior Assessments (FBAs)

• When to Conduct an FBA:

  • If an IEP team member suspects a behavior that impedes learning or poses a threat to safety.

  • If the school's response includes discipline or removal, consider an FBA to analyze root causes.

Slide 5: Defining Target Behavior

• Target Behavior: Clearly defined specific behavior that needs addressing.

• Pass the Stranger Test: Behavior must be observable, measurable, and specific.

Slide 6: Defining Behavior Activity

• Activity in Canvas with FBA Groups (15 min):

  • Review STAR sheets to understand behaviors.

  • Complete a Defining Behavior case study for practical application.

Slide 7: Data Collection Methods

• Record Reviews: Reviewing discipline referrals, attendance records, grades, and past interventions for background info.

• Interviews: Discussion with teachers, students, and family members to gather varied insights.

• Observation Methods: Utilizing ABC charts, scatter plots, and data on behavior duration and latency.

Slide 8: Summary of Baseline Data

• Purpose: Reports data on target behavior, establishing understanding of behavior manifestations.

• Sources of Data Used: Office discipline referrals and attendance data help establish patterns. Observations and interviews indicate patterns of behaviors across settings.

• Behavior Patterns: Identified spitting and hitting as escape mechanisms for Kacey to avoid demands.

Slide 9: Competing Behavior Pathway

• Strengths and Preferences: Kacey's interests can leverage behavior intervention strategies.

• Setting Factors: Factors like tiredness, illness, or unexpected changes can trigger behaviors. Unclear expectations can lead to undesired actions.

• Desired Behavior Expectations: Encouraging visual schedules and safe behaviors in classroom settings.

Slide 10: Antecedents and Consequences

• Antecedents: Demand from adults typically precedes target behaviors.

• Consequences: Attention or escape serves as reinforcing consequences for Kacey's actions.

Slide 11: Functions of Behavior

• Access to Tangibles: Desire for desired items indicates behavioral function related to gaining access.

• Escape: Desire to avoid difficult or unpleasant tasks.

• Attention: Seeking interactions or acknowledgement from peers or adults.

• Sensory Functions: Engaging in behavior aimed at sensory regulation.

Slide 12: FBA Hypothesis Structure

• Hypothesis Formulation: "When [setting/antecedent factors] occur, the student engages in [target behavior] to get or avoid [function]." Helps clarify the relationship between triggers and behaviors.

Slide 13: Function and Replacement Behavior

• Purpose of Behavior: Kacey's behaviors primarily aim to avoid non-preferred tasks and maintain access to preferred items.

• Replacement Behavior: Suggestions include following visual schedules and using break cards for requesting breaks.

Slide 14: FBA Summary Statement

• Hypothesis Statements: Construct hypotheses regarding observed behaviors and their inferred functions for comprehensive understanding.

Slide 15: Hypothesis Practice Examples

• Practice: Examples of hypotheses based on specific scenarios (e.g., "When Jeff is tired, he becomes aggressive.").

Slide 16: Replacement Behavior

• Characteristics of Replacement Behavior: Successful replacement should serve the same function as problem behaviors and be socially appropriate. Example: Raising hand to request a break instead of fleeing.

Slide 17: Problem Behavior Analysis

• Identified Behaviors: Includes calling out for attention, avoiding sensory stimuli, and escaping academic demands.

• Replacement Strategies: Target socially appropriate alternatives for the same functions of undesired behaviors.

Slide 18: Purpose of FBA

• Goals: Identify functions of problem behaviors, develop informed hypotheses, and design effective interventions for better behavior and learning outcomes.

Slide 19: Group Work Instructions

• Group Planning: Documenting roles and expectations in Canvas ensures accountability.

• Peer Rubric: Peers evaluate contributions on a 3-point scale; feedback counts for 38% of the total grade.

Slide 20: Group Work Time

• Tasks: Agree on target behavior, create operational definitions, and analyze records and data for FBA.

Slide 21: Upcoming Lessons

• Next Week's Focus: Lesson planning.

• Materials: Utilization of two IRIS Modules for instructional development.

• Date Due: Assignments due by Friday, March 7.