How to perform a Functional Behavioral Assessment

[foilseal]

esther lightstone...hahaha what a stupid name for a stupid woman

[TheJAM315]

So in Victoria’s case what does her hitting other children look like...is it when ever any part of her body comes in contact with a student, is her hand open or closed does it matter, what if she hits another child with her elbow, or is there something in her hand.

[TheJAM315]

You need to explain it) and C then identify what the happens immediately after the behaviour (consequence) The reason for collecting that data is so that you can then determine if why she engages in this behaviour. Does she engage in this behaviour in order to gain attention, avoid attention, gain access to an activity/tangible, avoid activity.

[TheJAM315]

Once you determine what the reason for her behaviour you then create a behaviour intervention plan or the BIP based on the pre intervention plan the student IEP or ISP. Also there can be more the one function to a behaviour dependent on the activity or environment. Also you don’t need to know if how much the behaviour differs from that of other student to conduct a functional behavioural analysis or to write a BIP!

[TheJAM315]

Anyways my ABC data on your student for what you have told us is that A when told it is reading time and she is to joint the circle (but what is she doing when she is told its reading time and did she get advance notice prior to being told its reading time), B he hits other students while returning to her desk, makes noise at her desk and C…what happens?? When she does this what does the teacher do??

[TheJAM315]

Is Victoria made to clean up the mess and return to the reading, or just return to the group reading, is she told to clean up her mess and get sent to the office, or just get sent to the office? Is she pulled aside and talked to by the teacher. How do the other students react to her hitting and making noise? Do they laugh? Because depending on what happens to her immediately after the behaviour is going to have a large impact on why the behaviour occurs.

[TheJAM315]

Also you cannot say that she does not miss the reading group because she becomes nervous, how do you know she becomes nervous, what does that look like, how do you define or measure that? You may not have to modify the antecedent, change the environment, modify the program or curriculum…..your missing an important option and that is change the consequence.

[TheJAM315]

Example:

What if the scenario was:

-Class is told it is reading time

-Goes to join the circle and with her pencil in her hand

-Victoria has to return to her desk to put back her pencil

-On the way to her desk hits peers, makes a mess and noise at her desk

-Students laugh or look over her way while she is making the noise

- The teacher talks to Victoria makes her clean the mess and go to the office

-Victoria returns after reading time and peers giggle, whisper, and keep looking over her way

[TheJAM315]

A=told its circle time

B=hits student while passing by

C=students laugh, whisper, look , and the teacher talks to her and sends her to the office

In this scenario the function for the behaviour could be

[TheJAM315]

When Victoria is told its reading time she will hit others, make a mess and noise at her desk in order to gain attention (positive reinforcement) from peers and avoid task (negative reinforcement).

Yes you could us visual aids so she knows when reading time approaches, and yes you could prompt her that reading time is in five minutes, but if the function is for attention and escape then you will need more than visual aids and prompts. You need to change the consequence.

[zachenga125]

this video is a greate example of how to conduct a functional behavior assessment. I just familiar with the terminology, but i haven't done one myself. I wish I could work in the field