Setting Events: Antecedents: Target Behavior: Function: To obtain/get or avoid (circle one) <insert outcome> Replacement Behavior: Using the Competing Behavior Pathway model, teams would determine the current target behavior, along with any relevant setting events and antecedents that lead to the function. The expected behavior and outcome for the identified routine are identified as the desired behavior and desired outcome. The replacement behavior is a more acceptable behavior than the current target behavior. It is important to remember that the replacement behavior must lead to the same function for the student, even if it is not the outcome desired by the teacher. Think of the target behavior as the basement. It's not a place we want to stay, so we design interventions and supports to change the current patterns. The replacement behavior is the staircase to get us to the first floor, but it will not be the elevator to get us to the eighth floor, where the desired behavior is achieved. Once the replacement behavior is taught to fluency, the replacement behavior becomes the target behavior and a new replacement behavior is taught to get us to the second floor. This process is continued as the student becomes fluent in each new behavior until the desired behavior is learned, practiced, and generalized. FBA Process and Data Collection Tools In conducting a functional behavioral assessment, the team must identify and define the problem behavior first in broad terms and then move to specific terms as the process proceeds. Each of the behavioral assessments that are conducted will follow a unique path based on the data needed. The process will begin with a team meeting where a decision is made to collect data on behavior. Based on the behavior(s), a plan for the observation and collection of behavioral data will be established by the team. The following sample data collection tools may be used to complete the process.
Setting Events: Antecedents: Target Behavior: Function: To obtain/get or avoid (circle one) <insert outcome> Replacement Behavior: Using the Competing Behavior Pathway model, teams would determine the current target behavior, along with any relevant setting events and antecedents that lead to the function. The expected behavior and outcome for the identified routine are identified as the desired behavior and desired outcome. The replacement behavior is a more acceptable behavior than the current target behavior. It is important to remember that the replacement behavior must lead to the same function for the student, even if it is not the outcome desired by the teacher. Think of the target behavior as the basement. It's not a place we want to stay, so we design interventions and supports to change the current patterns. The replacement behavior is the staircase to get us to the first floor, but it will not be the elevator to get us to the eighth floor, where the desired behavior is achieved. Once the replacement behavior is taught to fluency, the replacement behavior becomes the target behavior and a new replacement behavior is taught to get us to the second floor. This process is continued as the student becomes fluent in each new behavior until the desired behavior is learned, practiced, and generalized. FBA Process and Data Collection Tools In conducting a functional behavioral assessment, the team must identify and define the problem behavior first in broad terms and then move to specific terms as the process proceeds. Each of the behavioral assessments that are conducted will follow a unique path based on the data needed. The process will begin with a team meeting where a decision is made to collect data on behavior. Based on the behavior(s), a plan for the observation and collection of behavioral data will be established by the team. The following sample data collection tools may be used to complete the process.
fba-bip-toolkit.docx