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4.1: Prelude

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    57840

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    This chapter presents a practical guide for the use of research-based critical features to design positive behavioral interventions based on the reasons why students engage in problem behaviors (i.e., the function of student behavior). Research-based critical features of function-based supports for school personnel to use data from functional behavioral assessments (FBA) to guide the development of individualized behavior support plans are presented. Two case examples will illustrate the critical features for developing function-based supports.

    Function-based supports are individualized interventions developed through the process of conducting an FBA (Carr et al., 2002). The FBA process involves interviews, rating scales, and direct observations conducted by trained school professionals. A mnemonic that has been used to outline the steps in FBA process is DASH (Define, Ask, See, Hypothesize). To start the FBA process, a behavior must be operationally defined (it must be observable and measurable). The next step is to ask people close to the student and the student (when possible) about what triggers and reinforces the problem behavior. Then, a trained school professional conducts an observation of the student (See) in the identified routine. Finally, a summary or hypothesis is made regarding variables affecting the student’s behavior.

    Based on data collected in the FBA, an antecedent-behavior-consequence (A-B-C) sequence is outlined by a summary statement that specifically identifies: (a) when and where problem behavior occurs and the environmental variables that consistently trigger problem behavior (i.e., context and antecedents); (b) an operational definition of the problem behavior; and (c) the maintaining consequences that follow the problem behavior(s) suggesting why a student engages in the identified problem behavior (i.e., function; for a more comprehensive review of how to conduct FBA see Crone & Horner, 2003; or O’Neill et al., 1997). Function-based supports are designed using the FBA summary statement to guide the development and/or selection of interventions that prevent problem behavior while promoting desired outcomes for students.

    Since FBA was mandated in 1997, several books and manuals have been published with the intent to teach function-based interventions (e.g., Chandler & Dahlquist, 2010; Crone & Horner, 2003; O’Neill et al., 1997). Additionally, many states and school districts have developed training models to teach school-based personnel to conduct FBAs (Browning-Wright et al., 2007). These texts often present “critical features” for developing behavioral supports for students with the most significant behavioral concerns. However, this chapter will heed the call from the field to “scale down” (Scott, Alter, & McQuillan, 2010) the focus to the basic features of function-based supports to guide the development of interventions for students with moderate behavioral problems. Therefore, setting events (events occurring outside of the school that may affect student behavior) and corresponding strategies have intentionally been omitted from the critical features presented to emphasize interventions that school staff may implement to immediately improve the environment, curriculum, and instruction affecting student behavior.

    This page titled 4.1: Prelude is shared under a CC BY-NC 4.0 license and was authored, remixed, and/or curated by Samuel Sennott, Sheldon Loman, Kristy Lee Park, Luis F. Pérez, Michael J. Kennedy, John Romig, & Wendy J. Rodgers (Portland State University Library) .