Leading Functional Behavior Assessments for Students with ASD

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Diagram. Diagram of FBAFunctions for Challenging BehaviorSteps for Conducting a FBA. Characterizing Functional Behavior Assessment. A capacity implies that the conduct fills a need for the person.

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Leading Functional Behavior Assessments for Students with ASD Module 8 Lesson 2

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Outli ne Overview of FBA Functions for Challenging Behavior Steps for Conducting a FBA

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Defining Functional Behavior Assessment A capacity implies that the conduct fills a need for the individual.  Behavior capacities to roll out some wanted improvement in the environment.  The FBA approach is based on the start that before arranging mediation to address testing practices, data about the way of the issue conduct and the ecological settings in which the conduct is watched is fundamental ( Sugai et al., 1999). Subsequently, FBA is a strategy for surveying the relationship between nature and conduct (O'Neill et al., 1997).

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Functions for Challenging Behavior There are two noteworthy capacities for testing conduct to access something to escape from/abstain from something (Scott & Caron, 2005) However, there are numerous methods for taking a gander at capacities inside those two classifications The following slide demonstrates a table with cases identified with the two fundamental capacities for testing practices

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The Purpose of Conduction FBAs The reason for directing a FBA is to build up a conduct intercession arrange (BIP) that urges the person to participate in option prosocial practices (substitution practices) that serve an indistinguishable capacity from the issue conduct and make essential condition courses of action to keep issue conduct from happening (Horner, 1994) BIPs in light of FBAs are powerful for people of any age and every single working level (Hanley, Piazza, Fisher, & Maglieri , 2005)

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Examples of Functions of Challenging Behavior

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Steps for Conducting a FBA Selecting a Target Behavior Collect Baseline Data Collect Data to Develop a Hypothesis for the Function of the Behavior Triangulate the Data to Form a Hypothesis

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Step 1: Selecting a Target Behavior

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Selecting a Target Behavior Target practices are testing practices that are negatively affecting the individual showing them as well as others Target practices must be characterized in ways that are noticeable and quantifiable The following slide indicates illustrations and non-cases of conceivable target practices for understudies with ASD

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Target Behaviors

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Selecting a Target Behavior It is useful to team up with the general population who invest the most energy with the understudy and make a rundown of testing practices You may then make "classes," or gatherings, of practices For instance, you may have a class of forceful practices that involve hitting, kicking, and spitting. You may likewise have a class of rebellious practices, for example, not taking after headings, arguing, and inability to start assignments. In any case, not all objective practices will have a place with a class of practices. For instance, an objective conduct may just be fleeing from grown-ups

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Selecting Target Behaviors To figure out which conduct or class of practices to focus on, the accompanying inquiries can help in the basic leadership process: Is the conduct hazardous to the youngster or to others? Is the conduct problematic consistently or to an extreme level? Does the conduct meddle with socialization or acknowledgment from associates? Does the conduct meddle with adapting, either scholarly or social? Will diminishing this conduct result in positive results for the youngster?

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Selecting a Target Behavior You may organize the practices on the rundown and start tending to the main need, the second, et cetera. It is vital to note, notwithstanding, that you don't really need to choose the most extreme conduct to address first. For instance, it might be that concentrating on diminishing off-undertaking practices at school will likewise diminish animosity. In this manner, it might be suitable in any case a less serious conduct, for example, off-assignment practices as you may see diminishes in other more extreme testing practices at the same time.

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Step 2: Collect Baseline Data

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Collect Baseline Data It is critical to gather gauge information on the objective conduct for two primary reasons: Determine if the characterized target conduct happens frequently or strongly enough to warrant directing a FBA Have pre-mediation information that can be contrasted with information gathered amid the execution of the BIP to decide the viability of the arrangement

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Collect Baseline Data The technique for gathering information will rely on upon the objective conduct chose The following slide demonstrates a table of the distinctive sorts of information accumulation strategies with clarifications for usage To see genuine information sheet tests for every strategy exhibited, ask a custom curriculum educator, conduct expert, or school clinician who is in charge of leading FBAs to impart the ones they use to you

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Examples of Methods for Collecting Data ( Glasberg , 2006)

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Step 3: Collect Data to Develop a Hypothesis for the Function of the Behavior

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Functional Behavior Assessment Interview A FBA Interview involves leading meetings with the same number of people as proper to secure data about the understudy's objective conduct over an assortment of settings. The meeting ought to comprise of inquiries identified with under what conditions the conduct is well on the way to happen, most drastically averse to happen, and what regularly occurs some time recently, amid and after the conduct. The individual being met ought to be given an open door toward the finish of the discussion to state why they trust the conduct is happening. The accompanying connection from the Center for Effective Collaboration and Practice (CECP) gives a case of a meeting structure that can be utilized when leading FBA's: http://cecp.air.org/fba/problembehavior2/appendixc.htm

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Direct Observation Based on the data assembled amid the FBA Interviews, coordinate perceptions ought to be led to precisely recognize precursors and results related with the conduct and likely elements of the conduct. (Calloway & Simpson, 1998) A-B-C information accumulation and disseminate plots are two viable methods for social affair data identified with the capacity of target practices.

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A-B-C Data Collection The An in the A-B-C demonstrate alludes to forerunners (occasions that happen before the conduct happens) The B in the A-B-C display alludes to target conduct that takes after the precursor The C in the A-B-C Model speaks to results (these are occasions that occur after the conduct happens)

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Analyzing A-B-C Data Collection When breaking down the data from the A-B-C information gathering you ought to search for: how much of the time the testing conduct happens predictable examples of support or discipline of the conduct identifiable predecessors of the conduct (examples to the precursors) repeating chains of particular precursors, practices, and outcomes (Alberto & Troutman, 1999)

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A-B-C Data Form

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Example of an A-B-C Data Form

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Scatter Plots Scatter plots permit the onlooker to distinguish examples of conduct that identify with particular conditions. The eyewitness records the measure of times the conduct happens at the distinguished circumstances and areas on a diagram or lattice. On the off chance that it is useful to decide when and where the conduct is happening the regularly and minimum frequently then utilizing a disseminate plot would be suitable. For instance, if a center school understudy is hollering out amid direction, it might be important to utilize a disperse plot to decide in what classes does the conduct happen regularly or what segments of the class time frame does the conduct happen frequently to help with deciding a theory for the capacity of the conduct. The accompanying connection from CECP gives an assortment of cases of scramble plots: http://cecp.air.org/fba/problembehavior2/appendixa.htm

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Step 4: Triangulate the Data to Form a Hypothesis

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Triangulating the Data At minimum three wellsprings of data ought to be utilized to build up the theory instead of basically depending on data gathered from meetings or A-B-C information alone. This procedure is called information triangulation. The accompanying connection from CECP gives cases of graphs that can be utilized to show information triangulation: http://cecp.air.org/fba/problembehavior2/appendixf.htm

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Forming a Hypothesis A theory ought to address the reason the conduct serves for the understudy, how the conduct is identified with setting occasions, predecessors and results, and may likewise incorporate data about ability shortfalls ( Scheuermann & Webber, 2002) For instance, a speculation that states, "William comes up short on the classroom to maintain a strategic distance from work," is not certain. Rather the speculation may state, "William comes up short on his science and math classrooms when offered headings to go to his assigned work gathering to abstain from working cooperatively and socially associating with companions." This theory articulation addresses the capacity for the conduct (maintaining a strategic distance from work), how it is identified with setting occasions, forerunners, and outcomes (math and science classes, working cooperatively with associates), and ability shortfalls in social connection.

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Forming a Hypothesis When triangulating the information, you may deduct that the objective conduct has numerous capacities. Here are a few illustrations: An understudy may take part in self-harmful practices to pick up consideration and to escape troublesome undertakings An understudy may participate in vocal " stims " to increase tactile incitement amid times when he is separated and to get consideration from the instructor

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Conclusion It is critical to note, that a FBA ought not exist without the motivation behind building up a Behavior Intervention Plan (BIP) at the end of the day, a FBA is not planned to be a mediation all by itself (Nelson, Roberts, Mathu

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