February 13, 2025
3:00 to 4:30 p.m. (AST) / 3:30 to 5:00 p.m. (NST)
Purpose: To provide participants with information on how to conduct a functional behaviour assessment (FBA) in a school setting and develop a behaviour support plan.
Presenter: Catherine Breault, M.Ed., BCBA
Rationale: Problem behaviour is a source of frustration and stress for school staff, parents/caregivers, and learners. This presentation outlines a systematic approach to understanding the variables that impact behaviour that when used correctly, can result in effective behavioural support. Functional behaviour assessment is an expected practice in education when learners require individualized supports to address behaviour that is persistent or intense and has not responded to less intensive intervention.
Intended Audience: Any member of a school or district team who shares responsibility for providing behavioural support and developing plans to address behaviour.
1.5 BACB Learning CEUs available
Part 3: Tier 3 Behaviour Support - Functional Behaviour Assessment
- Define functional behaviour assessment (FBA) and describe the FBA process.
- Gather information to understand why the behaviour occurs (function/purpose).
- Interview – describe the behaviour, routines where the behaviour does and does not occur, antecedents (events within specific routines that trigger the behaviour), consequences (outcome meaningful to the learner, to get/access or get out of something/avoid), interview forms.
- Direct observation using ABC tracking form to confirm interview data; when to observe, when do you have enough data; simple form that uses checklist to capture information.
- Summary statement based on pattern of the behaviour within the routine, identify the pay off.
- Gather information to understand why the behaviour occurs (function/purpose).