Transcript Description of Behaviors - Colorado Training Associates

Workshop Objectives
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Components of an FBA specific to ASD
Students
Using a Team Approach
How & Why complete a Motivational Scale
Your role in the implementation of the
Behavior Support Plan – para – teacher parent
FBA Components
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1. FBA Interview (parents and staff)
2. Student Interview (student)
3. Observation (at least 2)
4. Motivation for Behavior
5. Language and Communication Survey
FBA Interview
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Use with parents
Use with professional staff who knows the
student.
FBA Interview
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8 Components
Description of Behavior
Ecological Events
Antecedents
Outcomes of the behavior
FBA Interview
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Efficiency of the behavior
Functional Alternatives
Communication
Supporting the Student
Ecological Events
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How the following may affect behavior
Meds?
Physical Conditions?
Sleep patterns?
Eating routines?
Typical Day – looking for consistency
Ecological Events
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Choices about activities and reinforcers
How many people interact (how many people
need to understand him?)
This is why parents are a good source
Find out the answers to these questions
May take some digging.
Antecedents
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Most likely to occur after??
When least likely to occur
Times, Settings, People, Activity,
What situations that may set off behavior
Antecedents
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How is person’s behavior affected by:
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Difficult tasks (look for frustration levels)
Interruption (need to finish?)
Change routine (need for sameness)
Unable to get something he wants?
Lake of attention
Communication
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Behavior is a communication.
Examines what strategies does the person
already use physically, verbally, facial
expressions and in a motor way?
Communication
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How does he respond to gestural
communication?
Imitation skills with physical models
Communication of Refusal?
MOTIVATIONAL SCALES
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You will likely be asked to complete a
Motivational Scale.
No need for you to score – just answer.
Read it carefully
Let’s practice!!!!
Language and Communication
Survey
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Use with parents and teachers
Do interview format to get most information
Looks at connection between behavior as
communication
How does this child get his/her point across
Can be positive or negative – as long as it
works.
Implementation of Behavior Plan
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Review the Plan with special education
teacher.
Be clear on your role
Be clear on reward systems, reporting, data
keeping, and crisis management.
Keep a copy with you at all time.
Review the BS Plan with special ed teachers
monthly or sooner if it is not working.
Summary
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Be familiar the behavior interview so that your
answers are helpful.
Know how to respond to a Motivational Scale.
Be familiar with the resulting Behavior Support
Plan – you will be implementing it!