Functional Behavior Assessment Flow chart

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Maria Thompson

Spd 400 week 5 to turn in LATE.docx

Summary

 701 Words  

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 Spelling mistake: Spd  Spy

 Potentially missing comma: 2021  2021,

Functional Behavior Assessment Flow Chart

Maria Thompson

Dr. Trikera Taylor

Spd. 400 Creating and Managing Mild to Moderate Learning Environments

July 4, 2021

A functional behavior assessment (FBA) is used to identify when and where problem

behavior may occur and the purpose or function the behavior serves the student (Steege et al.,

2019).

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 Student: Submitted to Grand Canyon University

 Passive voice: rules are being followed

 Passive voice: formalities are being foll...

 Checks that a sentence starts w...: when  When

 Checks that a...: collaborative  Collaborative

 Student: Submitted to Grand Canyon University

 Possible typo: who  whom

 Student: Submitted to Grand Canyon University

When a student exhibiting challenging behaviors has been unresponsive to tier 3 interventions and supports.

When a student exhibits serious or persistent behavioral problems or behaviors that are disruptive to their own learning and/or to the learning of others.

Student--If old enough can provide insight into their own behaviors.

Parents--Provide insight into their child's behavior

General and Special Education Teachers, Therapists--Member of IEP team contributing to data collection and developing, implementing and monitoring a behavior intervention plan.

Indirect Method

I will relate the problem behavior with relevant background information using students’ questionnaires, interviews, records, or checklists (Harper et a., 2021).

when should an FBA be conducted?

Collaborative Data Collection

Indirect Method

Observe and record problem events using antecedent-behavior consequence (A-B-C charts), interval recording systems, and frequency counts. This will continue until a pattern is drawn from the collected data. Students’ actual behavior will be determined by the data collected.

collaborative Data Interpreted

The collected data should be summarized to see the bigger picture. This includes the setting, antecedents and triggers, target behavior, and consequences that allow the behavior to continue.

An additional summary includes the particulars of who, what, when, and where problem behaviors occur. Commonalities should be noted. A hypothesis can then be formed to understand why the problem behaviors are occurring.

Identifying and defining target behaviors

The observations should be recorded by a stakeholder other than the teacher or paraprofessional. Similar antecedents should be grouped together (transitions, directions given, working with peers, etc.). Consequences may differ and should be noted.

Observations should occur across a variety of settings: playground, classroom, physical education, fine arts classes, lunch, etc. identified behaviors should be specified. It means target behaviors will help teachers relate previous actions or avoid something (Steege et al., 2019).

How is data used to make decisions?

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 Grammatical problem: use the inf...: setting

 on a x basis: on a regular basis  regularly

 Checks that a sentence starts...: could  Could

 Student: Submitted to Grand Canyon University

 Redundant phrase: Period of time  Period

 Redundant phrase: period of time  period

 Redundant phrase: period of time  period

 Checks that a sentenc...: regularly  Regularly

Decisions will be made based on analyzed data to teach appropriate behavior, change antecedents, adjust curriculum, and modify the physical learning setting (Mitchell, Hirn & Lewis, 2017).

Behavior Intervention Plan (BIP) Teach the student problem-solving skills on a regular basis.

Teachers and therapists can use additional strategies not considered prior to the BIP.

How long does an FBA take?

Functional Behavior Assessments (FBA) can vary in the time they take to conduct. If the student displays inappropriate behavior consistently in various settings, data can be collected quickly.

could take from 2-6 weeks.

Behavior Intervention Plans (BIP)

When the function or purpose of the behavior has

been identified, the antecedents and consequences observed, it is time to devise the BIP the student and teachers will implement.

The BIP will be implemented for a 4-6 week

When the function or purpose of the behavior has been identified, the antecedents and consequences observed, it is time to devise the BIP the student and teachers will implement. Period of time before the stakeholders meet to make sure the interventions are effective. The student will have written behavior goals to meet within a particular time frame.

Monitoring the BIP

Data should be continually collected to monitor

the student's behavioral progress over a period of time.

The data should be reviewed and evaluated

Data should be continually collected to monitor the student's behavioral progress over a period of time.

References

Harper, J. M., Krasnopolsky, J., Theodore, M. C., Russell, C. E., & Dodds, E. J. (2021).

Functional behavior assessment. Applied Behavior Analysis Treatment of Violence and

Aggression in Persons with Neurodevelopmental Disabilities, 27.

Mitchell, B. S., Hirn, R. G., & Lewis, T. J. (2017). Enhancing effective classroom management

in schools: Structures for changing teacher behavior. Teacher Education and Special

Education, 40(2), 140-153.

Steege, M. W., Pratt, J. L., Wickerd, G., Guare, R., & Watson, T. S. (2019). Conducting school-

based functional behavioral assessments: A practitioner's guide. Guilford Publications.