Field Project 1: Interview and Observation: Functional Behavioral Assessment

You will go into the field and conduct an interview and observation. At that time you will interview staff members (i.e. teachers, administrators, para- professionals…) and conduct an initial observation in order to target several behaviors that are impeding learning in the classroom or for an individual student. In a collaborative effort you will prioritize those behaviors. This will lead you to identify a single target behavior. At this stage of your project you will:

1. Define the target behavior in observable and concrete terms.

2. Set up the observation focusing on direct and indirect methods of gathering information. Answering questions like “Who could I have asked and what other resources could I have used to gain a clear picture of the behavior I am observing and why”(indirect) … or… “what staff and other resources have I used in order to set up my observation and understand possible causes of problem behavior” (direct).

3. You will gather baseline data by using appropriate strategies such as ABC charts and procedures. Include any raw data recorded on the data sheet with your project. Provide any explanation and/or keys. (TI =trial one)

4. You will analyze the data. Think about what you have observed; Is there a pattern? What happens across settings? What is the antecedent, consequence (reinforcer)?

5. You formulate a hypothesis as to why the behavior is occurring.

Field Project 2: Interview and Observation: Behavior Intervention Plan

Your second field project will be in the same setting as the first project. Armed with the data you gathered on your first visit, or possibly having the need to gather more data you will again observe the target behavior and begin to hypothesize about the function of the problem behavior. What would be a more appropriate behavior that could take its place? This process is the development of a Behavioral Intervention Plan. This plan will be hypothetical in nature but will be based on actual data from your behavioral assessment. You will develop a plan to achieve your desired result by:

1. Determine the function of the undesired behavior. Based on data from the FBA, understanding the purpose the behavior serves for the student is prerequisite to the BIP process. Common functions for school-based behavioral problems include gaining teacher or peer attention, escaping or avoiding specific tasks or persons, or gaining access to specific items. In addition, I have always thought that most behaviors are a result of attention, feelings of helplessness, revenge, power and/or control.

2. Determine an appropriate replacement behavior. A replacement behavior should be readily acceptable to others in the environment (socially valid) and important to the student.

3. Manipulate the environment to decrease the probability of failure. The environment is also analyzed to identify and remove barriers that might prevent the replacement behavior from being demonstrated under the appropriate conditions. ( changing classroom seating)

4. Determine how positive behavior will be reinforced. The goal of this step is to provide natural (functionally equivalent and naturally occurring) reinforcement for replacement behaviors. Initially, reinforcement must be immediate and consistent. But over time, reinforcement will be delivered on a more natural schedule by the natural environment.

5. Determine consequences for instances of problem behavior. Even the most appropriate BIP will not immediately negate the student's history of reinforcement for prior inappropriate behavior. Therefore, the BIP should include consequences for inappropriate behavior and strategies for their use.

6. Develop a data collection system. In order to ascertain whether the replacement behavior has been effective in decreasing the frequency, duration, or intensity of the targeted inappropriate behavior, data must be collected. Data should be collected on the targeted behavior before intervention to provide a baseline and during intervention.

7. Develop behavioral goals and objectives. To assess overall effectiveness and positive changes in the student's behavior, school personnel and researchers should write measurable behavioral goals and objectives related to the replacement behavior.

Information taken from:

Jolivette, K., Scott, T., Nelson, M. (2000) The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)