Functional Behavior Assessment Packet

June 2010

West Clermont Schools FBA Packet – Table of Contents

Process / Procedure Forms: Functional Behavior Assessment – Procedures……………………………………2 Functional Behavior Assessment – Steps for Success……………………………..3 Functional Behavior Assessment – Glossary……………………………………...4 Functional Behavior Assessment – Prior Written Notice to Parents (PR-01)……..5 Functional Behavior Assessment – FBA Summary Form…………………………6

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West Clermont Schools Functional Behavior Assessment (FBA) Procedures

A Functional Behavior Assessment (FBA) is a collaborative problem-solving process that is used to describe the “function” or purpose of a student’s behavior. Understanding the “function” that a behavior serves for the student assists directly in designing educational programs and developing behavior plans with a high likelihood of success. The collaborative problem solving process is the foundation for many team processes in education, including the IEP processes, functional behavior assessment, behavior intervention planning process, and intervention-based assessment. The following outlines a systematic collaboration problem-solving process to guide you in completing a Functional Behavior Assessment in planning for behavioral intervention; Part I 1. Obtain parent permission through Prior Written Notice (PR-01) 2. Records Review / Team Meeting / Parent Meeting (begin FBA summary pages 6&7) 3. Collect Data on Problematic Behavior (found in “Tools” link”) • For more information and resources on graphing data, please visit: www.specialconnections.ku.edu 4. Complete FBA summary (pages 6&7) 5. Develop a Behavior Intervention Plan using the hypothesis determined through the FBA If the student reaches 10 days of suspension, a Manifestation Determination MUST be completed. In any instance where a Manifestation Determination is being completed, a Functional Behavior Assessment MUST be completed prior to the meeting.

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West Clermont Schools FBA - Steps for Success

Step 1. Obtain parent permission to conduct a Functional Behavioral Assessment via Prior Written Notice (PR-01) included in this packet Step 2. Identify the Problem • Is the behavior harmful or potentially harmful to the child or others? • Does the behavior interfere with learning? • Does the behavior result in negative reactions or avoidance from adults or peers? Prioritize! Step 3. Define the Problem in Observable Terms • What does it look like? Paint a picture (Topography). • What does the child do? Duration (amount of time)? Frequency (how often)? Intensity (how destructive is the behavior)? Step 4. Data Collection Methods • Key Information: Identify ABC data: Antecedent (an event that precedes the behavior) – Behavior – Consequences (what is obtained from the student displaying this behavior?). Gather information, Identify frequency, duration, look for predictors (occurs / doesn’t occur), time of day, activity, and location. Become a good detective. Step 5. Functional Assessment • All behavior serves a purpose A. Escape B. Attention C. Gain Control D. Obtain Objects/Activities E. Stimulation Benefits of conducting a Functional Behavior Assessment: 1. Provides a clear description / definition of the problem. 2. Identifies the events, times, and situations that predict when the behavior will and will not occur across the day. 3. Identifies the likes, dislikes, fears, strengths, and communication skills and sensory needs. 4. Identifies the function of the problem behavior and the replacement behavior to teach. • Final Outcome: You establish a hypothesis that directs the behavior plan.

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West Clermont Schools FBA - Glossary of Terms ABC Recording - a direct observation tool that can be used to collect information about the events that are occurring within a student's environment; "A" refers to the antecedent, or the event or activity that precedes a problem behavior. The "B" refers to observed behavior, and "C" refers to the consequence, or the event that follows a behavior generally desired by the child Anecdotal Observations –records kept that record behaviors of learners…..often maintained by writing short observations that are dated and kept for determining instructional or behavioral needs Antecedent - the event or activity that precedes a problem behavior. Behavior – an observable activity BIP – Behavior Intervention Plan Consequence - the event that follows a behavior generally desired by the child Direct Assessment – involves observing and recording situational factors surrounding a problem behavior (ABC recording, scatterplot, frequency recording, etc….) Duration - the amount of time a student spends engaging in a behavior FBA – Functional Behavior Assessment Frequency - the rate of occurrence of a behavior or how often a behavior occurs Function of Behavior – the cause or purpose of a behavior Hypothesis Statement - An end product or summary of the functional assessment. A hypothesis statement provides information about environmental events that may increase the likelihood of problem behavior, the environmental events that precede problem behavior, and the probable function of the problem behavior. Indirect Assessment – informal assessments that are a collection of tools that the IEP team can use to determine the context of which the behavior occurs (record review, interviews, questionnaires, etc…) Intensity – refers to how damaging or destructive a behavior can be when it occurs Latency Recording - a type of duration recording that involves an observer measuring how long it takes for a behavior to begin after a specific verbal demand or event has occurred Line Graph - the most common type of graph used to evaluate behavioral data; shows individual data points on a graph that are connected by a line that creates a path, which provides a visual pattern Manifestation Determination - a process conducted by the IEP team (along with other necessary qualified personnel) to investigate whether there is a relationship between the student's action(s) of concern and his/her disability. The team must decide whether the student's actions are a direct result of the student’s disability Rate – refers to the quantity or amount a behavior occurs Replacement Behavior – an acceptable behavior that replaces the behavior of concern Scatterplot - an interval recording method that can help discover patterns related to a problem behavior and specific time periods. The scatter plot is a grid with time plotted on the vertical line divided into periods of time. The horizontal line on the scatter plot grid designates the date observation occur. Setting Events - Any occurrence that affects a student's response to reinforcers and punishers in the environment. Setting events can be due to environmental, social, or physiological factors. Occurrences that affect a behavior at one point in time may change the likelihood of a targeted behavior at a later point. Target Behavior – the behavior to be changed during the intervention…also called the dependent variable or problem behavior Topography – how a behavior is performed and/or what it looks like….paint a picture

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West Clermont Schools PR – 01 PRIOR WRITTEN NOTICE TO PARENTS Functional Behavior Assessment CHILD’S INFORMATION NAME:__________________________ DATE OF BIRTH:_______________ ________________

DATE OF NOTICE

This is to notify you of the district’s action:

TYPE OF ACTION TAKEN __Proposes to initiate an initial evaluation __Refusal to initiate an evaluation __Expedited evaluation __Change of Placement __Change of placement for disciplinary reasons __Proposes to change the identification, evaluation or educational placement of the child or provision of FAPE __Refusal to change the identification, evaluation or educational placement of the child or provision of FAPE __Reevaluation __IEP issues/meetings where the parent(s) disagree with the district __Revocation of Consent __Due process hearing, or an expedited due process hearing, initiated by the district __Graduation from high school __Exiting high school due to exceeding the age eligibility for FAPE X Other: Functional Behavior Assessment Permission 2. A description of the action proposed or refused by the school district: West Clermont Local Schools proposes to initiate a Functional Behavior Assessment. 3. An explanation of why the school district proposes to initiate a Functional Behavior Assessment: The team proposes to take this action to enable the student to successfully access the general education curriculum. 4. A description of other options that the RTI team considered. Tier 1 supports (examples may include school wide positive behavior interventions and teacher classroom management plans) 5. A description of each evaluation procedure, assessment, record, or report the school district used as a basis for the Functional Behavior Assessment: Disciplinary records, teacher or support staff anecdotal reports and/or observations 6. A description of other factors relevant to the school district’s proposal to initiate a Functional Behavior Assessment: Written parent permission is required for a school district to conduct a Functional Behavior Assessment according to the Ohio Department of Education.

Person Making the Referral: ___________________________________

Date: ____________________

Parent Permission: __________________________________________

Date: ____________________

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West Clermont Schools - Functional Behavior Assessment Summary *Please note that this form is to be used as a working document in which you can summarize findings from indirect and direct assessments

Student: ___________________________ D.O.B.: __________

Date: ______________

ID:_____________

School: ________________________________________

Data Sources: Classroom Observations, Student Records, Anecdotal Records, Teacher Interview Description of Behavior (Topography-how it is performed, what does it look like? Paint a picture, Focus on ONE behavior)

Frequency (how often it occurs per day, week, or month)

Duration (how long it lasts when it occurs)

Intensity (how damaging or destructive the behaviors are when they occur, be specific, list examples)

Setting (Where does the behavior occur, i.e. in the classroom, non-structured settings; under what set of circumstances, i.e. time of day, changes in routine, with specific individual, i.e. teacher, students) Triggers/Antecedents (Identify circumstances that appear to set off the behavior) Consequences (What is the response after the behavior occurs?)

Educational Impact: (How does the behavior impact the learning of this student?)

West Clermont Schools - Functional Behavior Assessment Student: _____________________________D.O.B.:_____________ ID: ___________

Date:_____________ School: ______________________________________________ Function of the Student’s Behavior: (What purpose does the behavior serve for the student?) (A.) To avoid/escape experiences, settings, tasks, individuals (academic and/or social) (B.) To gain attention (e.g., from teacher, peers, other) (C.) To gain space or control (of activities, learning situations, relationships, people) (D.) To obtain objects or activities (e.g. for preferred activities such as computer time) (E.) To provide stimulation (kinesthetic, tactile, visual, auditory, oral) Other: ____________________________________________________________

Hypothesis Statement: It appears that _________ engages in _____________ in order to _______________ when _____________.

Based on what evidence?

Suggested Replacement Behavior(s): (What behaviors need to be taught to enable student to meet his needs in a more constructive way?)

Positive Behavior Supports Attempted:

Team Members Conducting the Functional Behavior Assessment: Name

Position

Assessment Activity Conducted