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http://appliedbehavioralsolutionsllc.com/uploads/Reinforcement_Inventory.pdf

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After an evidence based practice is identified for the interfering behavior (based off of FBA, ABC data, etc.) a BIP can be created and then implemented

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put into powerpoint and give concrete examples (i.e. real token board, visual schedule, etc.) pass out so staff can make notes while talking

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Reinforcing problem behavior and testing the hypothesis

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Reinforcing problem behavior and testing the hypothesis

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***video and example https://afirm.fpg.unc.edu/functional-behavior-assessment/lesson-3-use-fba/test-hypothesis-ensure-it-correct

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Watch how "breaks", and areas like
"safe spaces" may reinforce undesired behaviors like in this example provided and use in a more appropriate way (i.e. give breaks when absence of problem behavior happens versus when it does.)

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Example:

When asked to complete an assignment independently in the general education setting, Brad screams and says, ‘no’, because he cannot complete his work, and he is then allowed to sit in the identified ‘safe place’ in the classroom and play with a fidget toy.

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***give to staff and have fill out (if applicable)-include case study for staff who don't have target student

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categories of behavior function chart.PNG

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How to analyze collected data (print for staff)

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How to analyze collected data (print for staff)

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Example: A-B-C Data Chart

A (Antecedent)

describe the activities and specific events preceding the behavior

B (Behavior)

describe exactly what the behavior looked like

C (Consequence)

describe events that followed or results of the behavior

| Leah was told to come inside from recess. | Leah ran away from the teacher and went to the far side of the playground. | Teacher held Leah’s hand and walked with her into the building.
| Leah was told to come inside from recess. | Leah hit the teacher. | Leah told not to hit, and teacher held Leah’s hand to walk her into the building.

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The team should also consider conducting a reinforcer sampling to identify activities and materials that motivate the learner. The identified reinforcers could be used during an intervention to increase appropriate behaviors.

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Define Behavior:

For example, if the behavior is, “Max becomes upset when asked to put his book away.” The team will need to understand what ‘upset’ means. Does ‘upset’ mean crying, hitting, or a self-injurious behavior? The team clarifies the behavior to be: “When asked to put his selected book away to begin a lesson in math or science, Max throws the book and cries.” The revised version of the behavior now provides information on the intensity of the behavior and when the behavior occurs (prior to a math or science lesson).

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The team can consider the following questions to help select the interfering behavior:

Is the behavior dangerous to the learner or others?

Does the behavior interfere with learning (e.g., academic, social)?

Does the behavior interfere with socialization or acceptance from peers?

Is the behavior disruptive or intense on a frequent basis?

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Have you. . .?

Identified the behavior?

Collected baseline data through direct observation?

Established a goal or outcome that clearly states: when the behavior will occur, what the target skill is, and how the team will know when the skill is mastered?

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An FBA assists teachers and practitioners by:

Providing information about when, where, and why the interfering behavior occurs,

Developing a hypothesis concerning the reason for the interfering behavior,

Identifying potential reinforcers for the child or youth, and

Building effective behavioral supports.

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Goals that can be addressed by using FBA include:

Decrease interfering behaviors,

Increase appropriate behaviors,

Increase classroom engagement, and

Decrease self-injurious behaviors