Practitioner’s Guide to Functional Behavioral Assessment

Process, Purpose, Planning, and Prevention

Stephanie M. Hadaway 

Alan W. Brue

pages 145-161

planning:writing a behavior intervention plan

understanding the situations,people,and events that sustain the target behavior allows the team to predict when these behaviors will most likely occur

individual,functional assessment have shown progress in improving behavior in children,however,this is not a generalized process,you are focusing on the individual

a skill deficit exists when a student or resident does not know how to perform the behavior or task that is being requested or expected of them,generally,a skill deficit stems from insufficient opportunities or appropriate avenues to learn the skill(不會做）

a performance deficit exists when a student or resident does know how to perform the behavior or task that is being requested or expected of them but choose not to do so.(會而不做）

baseline data,the starting point for developing a plan is to have the oringinal baseline data from the FBA,the baseline data is the rate or measure of the target behavior prior to the implementation of any type of intervention

environment,looking for contextual factors.who,what,when and where of the environment,you are focusing on time of day,setting,personnel involved,and the activity that is taking place

programming,considering rewards and consequences,curriculum to teach skills, changes in placement,modifications to the environment,accommodations within the environment,strategies,developing a behavior intervention plan and how to teach the student replacement behavior

how will the team teach the individual replacement behavior,skill development, and self-management?how will the team create an enviroment that support prevention for the individual?

manipulating the antecedents:altering physical location,completing a preferred preference inventory,intorducing a sensory-related item,creating a cool down or safe spot,teaching social skills,altering the length of an assignment,using previewing startegies,creating a visual schedule,training in calming techniques, using break cards,giving the student choices,and many,many more

all target behaviors serve a purpose,as it has been detailed,that purpose is to avoid/escape,communicate,gain/obtain,or access,it is important to teach the individual alternative behaviors to replace the faulty target behaviors

a few examples of acceptable,alternative behaviors are as follows:raising hand, keeping hands and feet to self during transition,asking to go to a cool down spot,using a break card,using respectful language,writing in a journal,requesting time in the sensory lab,requesting to speak with the school conselor and many, many more

identify reinforcers and a reinforcement schedule

the reinforcers need to be accessible and appropriate for the environment in which they will be used,when introducing reinforcement,it needs to be delivered immediately and consistently

understanding the preferences of the individual will help the team determine effective reinforcers

continuous reinforcement.a continuous reinforcement schedule is when a replacement behavior is reinforced every time it is exhibited.

ratio reinforcement.a ratio reinforcement schedule is when a behavior is reinforced after a specific number of occurrences.

fixed-radio schedule and variable reinforcement schedule

interval reinforcement.an interval reinforcement schedule is when a replace-ment behavior is reinforced after a period of time.it is appropriate for any behavior that involves duration,such as working on task for a specified time

there are two types of interval reinforcement schedules:fixed and variable interval

identify the consequences

consequences need to be:

communicated clearly to the student.unless the student understands that when the target behavior occurs the identified consequence will follow,the consequence might become just another form of ramdom punishement

related to the infraction in a logical manner.

accessible in the environment

systematically applied(全體一致執行統一標準，不要一個執行，一個不執行，否則無效）

contain an instructional elements.the strength of using a successful consequen-ce rests in the opportunity to instruct the individual regarding decision-making , problem-solving,and the impact of the target behavior on the individual, oth-ers , and the environment

never used as a form of retaliation.a consequence is not given to "get back at" or "show the student who is boss."

plan of action

fist,the plan of action details the manner in which data will be collected

second,the plan of action details how the team will handle the information reviewed by the team lead

teach the students to think through the cause and effect