fba assignment

28 Aug fba assignment

This is your opportunity to learn before you must submit this information on your FBA-BIP cases for a grade. These concepts are difficult to grasp and you need to get them correct here – in order to do well on your assignments. Be sure to READ and DIGEST all the resources that are posted on the course for you related to FBA and BIPs. Don’t risk thinking you know how it is done, as this course requires you to do things in a certain way — which may be different than what you might have seen elsewhere.

The purpose of doing an FBA/BIP is to provide positive behavioral supports for unwanted behavior. This is toreplace punishment and any punitive consequences.

You will see FBA uses terms that have a different meaning when part of an FBA than they might at other times. ** So we will start here with definition of terms for the subsequent few FBA assignments.

Based on your readings, how would you define: 1) Family Factors; (2) Personal Factors; (3) School Factors; (4) Antecedents (5) Problem Behavior(s); (6) Function/ Maintaining Consequences. * AND For the BIP, give BRIEF definitions for: (1) Target Behaviors; (2)Strategies to Prevent the Problem Behaviors; and (3)Strategies to Deal with Problem Behaviors.     Follow the format provided for you in the format example found in this week’s materials.

***For additional information on FBA’s and BIP’s, you can look online for these terms connected with the author Jerome Sattler.  He has written some very popular textbooks about behavior assessment.

INFORMATION THAT IS LISTED ABOVE

FBA-BIP Definitions

These are different factors (situations or characteristics) which may play a role in and/or induce the unwanted behavior. They can be addressed in the BIP to reduce the behavior in the future. This strategy takes into account the whole picture of the child rather than just what happens in the classroom. In some cases these are called “setting events” where some are in the background and some are more immediate to the target behavior.

Any of these areas which may contribute to the problem behavior in some way should be addressed in the BIP. You are given this information in the vignettes or cases, but in reality this information would have to be gathered from various sources before you could complete the FBA/BIP.

Please use the following format to be sure each piece is in the correct place. Due to the complexity of the activity, you will not get credit for other formats.

1. FBA

A. Family/Cultural Factors: This includes anything about the family that might be a contributing factor to the student behavior and which may be addressed in the BIP to decrease the unwanted behavior. For example, size of family, death/illness, discipline practices, attitudes of family, ethnicity or cultural factors, language barriers, lack of organization or structure in the home, no academic support in the home, attitudes towards education or authority figures in the home, conflicts within the home.

B. Personal/Student Factors: What things about the student him/herself may be contributing to the unwanted behavior and which may be addressed in the BIP to decrease the unwanted behavior. For example, physical limitations/characteristics, cognitive characteristics, diagnoses such as attention deficit or learning difficulties, illness, medications being taken, interpersonal relations, sleep patterns.

C. School Factors: What things in the school and school environment itself could contribute? For example, length of activities, materials being used, training of educators, difficulty or length of assignment, lighting, noise level, crowding, presence of adults or aides, seating arrangements, temperature, teaching style, ineffective administration or teachers,

D. Antecedents: This includes trigger events which usually occur soon before the target behavior, although this can vary. For the purposes of this course, think of antecedents as the trigger for the behavior.

E. Problem Behavior: Remember this is the target behavior, the unwanted behavior. It should be stated in behavior that you can see as you read in documents about defining behavior properly.

F. Function of the Behavior: Usually to gain something or avoid/escape something; think of the categories of “escape, attention, control, self regulation.” For example, avoid a demand, avoid a test or assignment, avoid a boring task, feel accepted by peers, gain attention from an adult or peers, obtain sensory stimulation. (Note how peers, student, and teacher react to behavior.) See the documents on function of behavior.

2. BIP

A. Target Behavior: This is the same as the problem behavior.

B. Strategies to prevent Target Behavior: Identify what can be addressed from the FBA factors above that are likely to reduce the recurrence of the behavior. This section should include as many items as may be necessary to address things which may contribute to the unwanted behavior. However, EVERY ITEM must list a specific timeline (who will do what, how many times, etc) and who is responsible to be sure each intervention was carried out, carried out as expected, and the adequacy of impact.

This section can involve training, counseling, changes to environment, change teacher, change academic requirements/seating/physical cues, removal of distracting materials, minimizing transition time, teaching self monitoring, etc.

C. Strategies to Deal with Problem Behavior if/when it Recurs After All Interventions: For this course — This should contain three main points. (1) check to see that all interventions were carried out and determine if more or different intervention is needed. (2) Conduct a new FBA to see if more or different information can be gathered or if something was overlooked before. Determine how BIP can be modified to be more effective. (3) When behavior recurs calmly remove child from situation. Address the behavior of any peers who may have provoked or contributed to the situation.

I HAVE ATTACHED EXAMPLES OF MY CLASSMATES QUESTIONS AND HOW THE PROFESSOR COMMENTED. PLEASE READ THESE BEFORE YOU START WRITING!!!!!!!!

DR. WESTBROOK IS THE PROFESSOR!!! PLEASE TAKE NOTE OF THE CONVERSTAION BETWEEN THE PROFESSOR AND THE STUDENTS BEFORE STARTING PROJECT…

Jaclyn Holley 

Discussion Week 2 Guidance/Direction Needed – BOTH parts

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Hello everyone,

I know this course is challenging me already, but I also know it will be beneficial for me in the future.  I looked at Week 2’s discussion board and I feel stuck.  With the first part of the discussion board, it is asking for us to define the FBA/BIP terms.  Is this meaning we should not use sources at all with the terms?  Do we write the definitions maybe on what we see in the school system we work for (if we work in one)?  I think I understand the second part of the discussion board but I am curious if anyone else has thoughts on that part as well.  If anyone has any guidance or direction for next week’s discussion board, I would HIGHLY appreciate it!

Have a great end to week 1,

Jaclyn Holley

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5 days ago

Marianne Westbrook INSTRUCTOR MANAGER

RE: Discussion Week 2 Guidance/Direction Needed – BOTH parts

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Hi Jaclyn,

Thanks for asking this important question here!

For defining FBA/BIP terms, you can just use documents on the week 2 of the BB course. You don’t need any outside sources and should not worry (this time) about documenting where you got the definitions. I think they are mostly laid out for you in the document posted in week 2. There is a handout on FBA/BIP Definitions. These are what you should go by as well as any other documents posted for you to read in week 2.

The reason for this assignment/discussion, though, is to be SURE that you look carefully at the differences between/among the sections of the FBA/BIP as this information will be VERY important in subsequent assignments having to do with FBA/BIP. So, please remember to do your cases based on these definitions. As you read over them, let me know if you have any questions about it.

You will also (a little later) have an assignment on Defining Behavior. That assignment is also to show you what is expected for use in the FBA/BIP. You must not use vague labels to describe behavior – such as “aggressive, violent, disruptive” and similar terms. You must define/describe specific observed behaviors without the vague descriptive labels/terms.

Hope this helps.

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5 days ago

Jaclyn Holley 

RE: Discussion Week 2 Guidance/Direction Needed – BOTH parts

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4 days ago

Marianne Westbrook INSTRUCTOR MANAGER

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4 days ago

Jaclyn Holley 

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4 days ago

Marianne Westbrook INSTRUCTOR MANAGER

RE: Discussion Week 2 Guidance/Direction Needed – BOTH parts

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MSE — yes, I’ll give you feedback. Be sure to include/address the presence or absence of hallucinations, delusions, and suicidal or homicidal thoughts.

Usually the MSE is written in past tense for some reason. If you follow the Robinson example, you will do well.

I would put no presence of …. was reported. (You need to state how you arrived at your conclusion.)

Hope this is what you needed to know.

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4 days ago

Jaclyn Holley 

RE: Discussion Week 2 Guidance/Direction Needed – BOTH parts

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Dr. Westbrook,

Thank you for your help and guidance, I believe I understand now.

Blessings,

Jaclyn Holley

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3 days ago

Leighan Jordan 

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Thanks for asking! This is very helpful!!!

Leighan

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3 days ago

Jaclyn Holley 

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Leighan,

Thank you, I hope this helps others too!  The only other question I am thinking of is if Dr. Westbrook wants us to copy and paste our answers from the template on Word for the FBA/BIP into the textbox or attach the word document.  What are your thoughts on this?

Jaclyn Holley

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1 day ago

Marianne Westbrook INSTRUCTOR MANAGER

RE: Discussion Week 2 Guidance/Direction Needed – BOTH parts

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I want you to use the method that brings with it the most learning.

I think if you retype the definitions, rather than cut/paste, you will learn more.

It is an easy assignment. But I include it to emphasize the importance of keeping the “categories” clear and separate in your mind. It has been a sticking point for students in the past…

Happy Monday!!

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THESE ARE POST FROM MY CLASSMATES… PLEASE FOLLOW FROM THERE POST

FIRST POST

Jaclyn Holley Functional Behavioral Assessment Definitions

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This is your opportunity to learn before you must submit this information on your FBA-BIP cases for a grade. These concepts are difficult to grasp and you need to get them correct here – in order to do well on your assignments. Be sure to READ and DIGEST all the resources that are posted on the course for you related to FBA and BIPs. Don’t risk thinking you know how it is done, as this course requires you to do things in a certain way — which may be different than what you might have seen elsewhere.

The purpose of doing an FBA/BIP is to provide positive behavioral supports for unwanted behavior. This is to replace punishment and any punitive consequences.

You will see FBA uses terms that have a different meaning when part of an FBA than they might at other times. ** So we will start here with definition of terms for the subsequent few FBA assignments.

Based on your readings, how would you define: 1) Family Factors; (2) Personal Factors; (3) School Factors; (4) Antecedents (5) Problem Behavior(s); (6) Function/ Maintaining Consequences. * AND For the BIP, give BRIEF definitions for: (1) Target Behaviors; (2)Strategies to Prevent the Problem Behaviors; and (3)Strategies to Deal with Problem Behaviors.     Follow the format provided for you in the format example found in this week’s materials.

Remember to post commentary to at least 2 classmates.

***For additional information on FBA’s and BIP’s, you can look online for these terms connected with the author Jerome Sattler.  He has written some very popular textbooks about behavior assessment.

FBA/BIP – Case of Jaclyn Holley By Jaclyn Holley

Vignette:

Definitions for FBA/BIP

 

1.      1. FBA

A.    Family Factors: Information about a family that could be helpful when working with a student’s behavioral problem.  An example would be looking into what family members are home when the student is home, and if the student’s needs are being met (being fed or adults available to help on a student’s homework assignment).  Student’s behavior problems could come down to the student’s family factors – sometimes the family influences the student’s misbehavior.

B.    Personal Factors: Anything and everything involving the student.  For example, does the student have a learning disability that causes most of their misbehavior – some students misbehave because their needs are not being met.  Personal factors also could mean a student’s physical, emotional, and mental characteristics.

C.   School Factors: What in the school building influences a student’s learning environment is the best way to describe school factors.  Observing a student in a classroom can help anyone working with students to see how they are taught, what they prefer or need from a teacher, etc.  School factors are about the impact they have on the student.

D.   Antecedent: Any event that happens before the misbehavior – what caused the child to misbehave.

E.    Problem Behavior/Target Behavior: The behavior that those working with students do not want to see.

F.    Function of the Behavior: Students will misbehave because they may not know how to communicate their needs.  Or, students will misbehave instead of following directions because they are not motivated to conduct the task given.  Misbehavior in the student’s mind means they get out of doing the task they do not want to do.

 

2.      2. BIP

A.    Target Behavior: As stated above – behavior that those working with students do not want to see.

B.    Strategies to Prevent Target Behavior: This can be a long part of the entire process because it is about what things from the FBA cause the student to misbehave.  This is a planning piece of the BIP because there needs to be a deadline for each misbehavior that an adult wants to work on.  Meaning, certain people, certain times, and perhaps deadlines need to be placed in this section.  It takes more than one person to help a student work through their misbehavior, so it may mean more education or training for adults.

C.   Strategies to Deal with Problem Behavior (when it recurs): This part of the BIP is to review what steps have been taken to help the student.  It is about seeing if there was follow through or not.  If there is something new, creating a new FBA could be an option.  If something did not work with the BIP, create a new plan and try something new.  The last resort for a student is to remove them from the learning environment and look at alternative options.  Sometimes it may help to see what the student’s triggers are.

SEOND POST

Mary Eliza Tait Week 2 Functional Behavioral Assessment Definitions

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This is your opportunity to learn before you must submit this information on your FBA-BIP cases for a grade. These concepts are difficult to grasp and you need to get them correct here – in order to do well on your assignments. Be sure to READ and DIGEST all the resources that are posted on the course for you related to FBA and BIPs. Don’t risk thinking you know how it is done, as this course requires you to do things in a certain way — which may be different than what you might have seen elsewhere.

The purpose of doing an FBA/BIP is to provide positive behavioral supports for unwanted behavior. This is toreplace punishment and any punitive consequences.

You will see FBA uses terms that have a different meaning when part of an FBA than they might at other times. ** So we will start here with definition of terms for the subsequent few FBA assignments.

Based on your readings, how would you define: 1) Family Factors; (2) Personal Factors; (3) School Factors; (4) Antecedents (5) Problem Behavior(s); (6) Function/ Maintaining Consequences. * AND For the BIP, give BRIEF definitions for: (1) Target Behaviors; (2)Strategies to Prevent the Problem Behaviors; and (3)Strategies to Deal with Problem Behaviors.     Follow the format provided for you in the format example found in this week’s materials.

Remember to post commentary to at least 2 classmates.

***For additional information on FBA’s and BIP’s, you can look online for these terms connected with the author Jerome Sattler.  He has written some very popular textbooks about behavior assessment

FBA-BIP Definitions:

1.      FBA

 

A.     Family Factors: Are anything about the family that might be a contributing factor to the student’s behavior. For example: A student beings acting out causing the teacher to spend more time with him. The student is acting out because he is experiencing conflict at home due to his parents getting divorced and he has lost the academic support and attention he needs because of their divorce feud. The teacher should provide him with the things he needs and encourage him to visit the counselor.

B.      Personal Factors:  Are things about the student that might be contributing to the unwanted behavior. For example: A student stops participating in PE because he is ashamed of his weight and does not think he should participate due to physical limitations. PE teacher should reassure and motivate the child.

C.      School Factors: Are things in the school and school environment itself that contribute to unwanted behavior. Many studies state that new teachers like the ability to manage a classroom well. Student may take advantage of that and misbehave. A paraprofessional or mentor could help a teacher gain control of her classroom.

D.     Antecedents: The situation or thing that causes for the child to misbehave. For example: A child in my classroom only misbehaves when he is around a certain group of kids.

E.      Problem Behavior: It is the unwanted behavior. For example: a problem behavior could be disrespectfulness. A child that is rude to his or her teacher.

F.      Function of the Behavior: Students are clever they will try and do anything to get out of doing something they do not want to do. Students just want to fit in, they will do things just to impress their peers.

2.      BIP

 

A.     Target Behavior: Is the same as the problem behavior which is the unwanted behavior of students.

B.      Strategies to prevent Target Behavior: This is a strategic and specific plan to reduce the recurrence of the unwanted behavior. The plan entails discussing what things may cause the unwanted behavior, who carried out the intervention, was it carried out, and was the unwanted behavior dealt with.

C.      Strategies to Deal with Problem Behavior: This is plan is initiated when the problem behavior recurs after all the interventions. Address the child’s problem behavior all over again. Conduct more interventions, determine if there is more information that can be gathered about the child that may lead to the cause of the problem it could be his peers who have contributed to it. Many changes could be made to the child’s environment to improve target behavior. Example: He could be moved to the front of the room to be watched closely and possibly focus better and be separated from people who serve as a distraction.

Reference

Handout

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23 hours ago

Mary Tait 

RE: Mary Eliza Tait Week 2 Functional Behavioral Assessment Definitions

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School Factors: Are things in the school and school environment itself that contribute to unwanted behavior. Many studies state that new teachers lack the ability to manage a classroom well. Student may take advantage of that and misbehave. A paraprofessional or mentor could help a teacher gain control of her classroom.

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