March 6, 2024

Functional Behavior Assessment and Behavior Intervention Plan

Project Guidelines

The purpose of this project is to familiarize the student with the process of conducting a Functional Behavioral Assessment (FBA) and developing and implementing an appropriate intervention. Utilize these guidelines to ensure that all components of this assignment are completed.

Part I: Identifying a Behavior and Baseline Data Collection:

Identifying a Behavior of Concern: You are to identify a child/student with a behavior of concern that you would like to see decreased or increased during this project. This may be a child/student that you work with or a family member (school age). The behavior must be observable and measurable. Therefore, you must have access to this person on a daily or regular basis. For Part I of this project try not to tell your person that you will be using them for this project (If a person knows they are being watched, their behavior will change – Think about what you do when the Principal walks into your classroom).

· Next, write out the target behavior in measureable and observable terms (can be seen, heard, counted)

· Once you have identified the person, write a brief description (include gender, age, occupation/education) of this person and list and describe three strengths. Due to confidentiality you may use a pseudonym for the name.

Collect Baseline Data: After you have identified your person with a behavior concern, you will collect baseline data on your identified behavior. To do this you will use the direct data collection and informal assessment measures discussed in class. (PDE Standards– C5, H6, N4, N5, N7)

· You will choose three or more of the measure (e.g., latency, duration, and event) that work best for your behavior. Then, for each measure you will collect data for five (5) observation periods. Each observation period must be a minimum of 30 minutes. Observations should be done at times when the behavior is most likely to occur, and might need to be done in different settings. So for example, you will collect event recording data for five (5) sessions, latency recording for five (5) sessions, and duration recording for five (5) sessions. There are several blank data collections sheets provided on D2L, or you may create your own. (CEC Standards: IGC8S1, IIC8S1, IIC8S3). In addition, data for each measure must be graphed (use a line graph only!!!). Graphs may be hand drawn and scanned in or may be computer generated. NOTE: You should have 3 graphs with 5 data points on each graph.

· Next, you will identify one or more indirect assessment measures that can be used to evaluate the person and environment. This includes measures like structured interviews and rating scales. (CEC Standards: IGC8K3, IIC8K3, IIC8S2) Several informal assessments are provided on D2L or you may use one you find online or have access to in your professional experiences. The goal here is capture the perspectives of those AROUND the person, those that know them reasonably well and have a history with them. We will discuss the benefits and limitations of these measures in class.

· Include all measures for data collection as appendices to this part of the project. (Direct and Indirect)

· Finally, write a narrative (1-2 paragraphs minimum) that includes the dates of the observations and detailed summary of what the baseline data shows in relation to the behavior and how this agrees/disagrees with your indirect measures. This is called “triangulation” where you compare and contrast your data sources to identify possible themes

Part II: Development of Intervention:

This portion of the project is to develop a Positive Behavioral Intervention for you student and the behavior of concern. It is important to have student input when developing an intervention plan, therefore, it is now appropriate to discuss this project with your person and have them help with the development of the plan. They will need to “buy into” the plan for it to be successful.

· First, list and describe any previous attempts that have been tried to reduce the target behavior. You must have something for this portion of the project. If there have not been any previous attempts, this should be noted.

· Then, in narrative format identify and describe routines, where, when and with whom the behaviors are most likely to occur (using your baseline data) and determine the function of the behavior.

· Next, you will develop the intervention plan. You will need to include the following in your intervention: (PDE – A2, C1, G1, H7, H11, L6, N10)

· Reinforcer(s) to be used during the intervention: The reinforcer (s) should be something that is more motivating that the behavior. (CEC: IGC4S9, IIC4K2, IGC4S1, IIC4S3) Include a description of why this reinforce will work for the intervention.

· Prevention Strategies: What are you going to do to support the person prior to the behavior occurring (antecedent intervention)? Look at the setting and antecedents to determine if there is anything that can be done to prevent the behavior. (IGC4K4, IGC4S9, IIC4K2, IGC4K5, IGC4S1, IIC4S3)

· Replacement Skills: Replacement skills for the behavior should be described in detail based on the function of the behavior. An example may be, if they smoke because of stress you might need to teach stress reduction techniques to the person to help with the behavior. (IGC4K4, IGC4S9, IIC4K2, IGC4K5, IGC4S1, IIC4S3)

· Reinforcement(s) Schedule: How are they going to earn the reinforcers you have identified? Remember to think about schedules of reinforcement. Provide details. (IGC5K2, IGC5S5, IGC5K3, IIC5K4, IIC5K5)

· Consequence(s): Here you want to discuss what will happen if they “do” the behavior. What are the consequences? Maybe they do not earn the reinforcement. Remember we always want to keep the intervention positive. This plan is not about taking away or punishing the person. (IGC5K2, IIC5K5)

· Evaluation Procedures: List how you will evaluate the plan. Include how often data will be collected and what measure will be used. You will be using one of the original three (3) measures from the baseline data for evaluation.

· Materials Needed for Program Implementation: Finally, list any and all materials that you will need to implement this intervention. Materials may be listed or bulleted.

Part III: Implement Intervention and Final Results:

Once you have identified the function of the behavior and completed the intervention plan, you will implement the intervention and write a final report discussing the results. (PDE – C6, H7, H24, N10, N13)

· In this part of the project you are going to implement your intervention. First, implement your intervention as described in Part II of this project. Make sure you implement all parts. As you implement the intervention you will continue to collect behavioral data on the behavior of concern. Choose one of the data collection measures used during your baseline data collection too consistently (e.g., on a day-to-day basis) record the behavior of concern. The intervention phase is to last a minimum of 20 sessions (you may have up to 3 session in one day). Each session must be a minimum of 30 minutes long. (With it being during a break, I understand that these times maybe be flexible! Get in as much as you can!) All data must be graphed. NOTE: Use your baseline graph to document this data. You should have one graph that has your 5 baseline data points with a phase line and then your additional 20 data points. Include the measure used for data collection as an appendix to this assignment. (IGC7K1, IGC7S1, IGC7S2, IGC7S8, IIC7S1, IIC7S8)

· Using your data (baseline and intervention), interpret your results and determine if your intervention was successful or not and tell why. Provide details to support the effectiveness or in-effectiveness of the intervention. Address what you would do different “next time.” Be certain to use your interpreted data in your prose. Additionally, be specific and use words such as frequency, duration, etc. (IGC8S5, IIC8S7)

Functional Behavior Assessment

Points Rubric

Part I: Identifying a Behavior and Baseline Data Collection

Target behavior in measurable and observable terms: _____ 5 points

General information and strengths: _____ 5 points

Data Collection (direct):

Form 1: Session and graph: _____ 15 points

Form 2: Session and graph: _____ 15 points

From 3: Session and graph: _____ 15 points

Indirect Assessment: _____ 5 points

Summary of baseline data: _____ 5 points

Section Total _____

Part II: Development of Intervention

Previous attempts to reduce behavior: _____ 5 points

Narrative of routines and function of behavior: _____ 15 points

Procedures:

Reinforcers to be used _____ 5 points

Prevention Strategies _____ 5 points

Replacement Skill _____ 5 points

Reinforcement(s) _____ 5 points

Consequence(s) _____ 5 points

Evaluation procedures _____ 5 points

Materials needed _____ 5 points

Section Total _____

Part III: Implement Intervention and Final Results

Intervention data:

Form: Sessions and graph _____ 40 points

Interpretation of intervention results _____ 40 points

Section Total _____

Project Total __________

Functional Behavior Assessment and Behavior Intervention Plan Rubric

Part I

Component

Unacceptable

Acceptable

Target

Problem behavior is identified and operationally defined (observable and measureable).

No problem behavior is identified.

Behaviors are defined but definitions are ambiguous and subjective (e.g., off-task, non-compliant, etc.).

Identified problem behavior is operationally defined (observable and measurable; can be seen, heard, counted).

Brief Description of person with strengths.

Brief description is included but no strengths are listed.

Brief Description is included with only 1-2 strengths listed.

Brief description is included with 3 or more strengths listed in detail.

Baseline data on the problem behavior was collected and detailed or summarized.

(IGC8K3, IGC8S1, IIC8S3, IIC8S1, IIC8S2, IIC8S3)

(PDE – C5, H6, N4, N5, N7)

Unable to determine from information presented if baseline data were collected.

Baseline data collected but omits one of the essential details: target behavior on which data were collected; method/format (e.g., frequency, duration, etc.); time period data collected; graph analysis of data. Less than three measures were used with five observations each.

Baseline data collected on the specific behavior and description addresses the essential details: target behavior on which data were collected; method/format (e.g., frequency, duration, etc.); the time period of the data collection; and data provided in graphic format. Three or more measures were used with a minimum of five observations each.

Indirect baseline data assessment with individual

(IGC8K3, IGC8S1, IIC8S3, IIC8S1, IIC8S2, IIC8S3)

(PDE – C5, H6, N4, N5, N7)

Unable to determine from information presented if informal assessment was completed.

Indirectl assessment information is included but not enough detail is provided to show how this information is useful for the intervention

One or more indirect assessments were completed with essential details that provided useful information for the development of the intervention.

Baseline narrative summarizing data collection

(IGC8K3, IGC8S1, IIC8S3, IIC8S1, IIC8S2, IIC8S3)

(PDE – C5, H6, N4, N5, N7)

No or scanty information is provided summarizing baseline data collection.

Summary of baseline data does not directly address the data collected. Some themes are emerging but specific details or implications are not included.

Summary of baseline data provides a thorough analysis of data that identifies the main issues that emerge from the data and implication of the data are provided.

Part II

Component

Unacceptable (0)

Acceptable (1)

Target (2)

Previous interventions have been identified.

Previous interventions have not been identified or listed as not applicable.

Previous interventions have been included, however, not enough detail is provided to show why these interventions were unsuccessful.

Previous interventions have been provided and clearly described to show why these interventions did not work.

Narrative that includes routines (where, when and with whom) and the function of the behavior based off baseline data.

Narrative development is poor or barely evident.

Narrative is brief and needs to be elaborated on. Information on routines (where, when and with whom) is limited, and function of behavior not related to collected data.

Narrative fully and clearly describes all routines where behavior occurs, and function of behavior directly relates to the collected baseline data.

Reinforcers to be used are included in the intervention.

(IIGC4S9, IIC4K2, IGC4S1, IIC4S3)