Webinar Overview
Recorded on February 27, 2025
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.
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 4: Tier 3 Behaviour Support - Function-Based Intervention
- Provide rationale for and define function-based intervention.
- Alter patterns of behaviour, is based on outcome of FBA, need to make the problem behaviour irrelevant, inefficient, and ineffective, and be a good fit.
- Competing behaviour pathway for selecting intervention strategies.
- FBA summary statement
- Define alternative behaviour and contingencies.
- Select procedures (setting events, antecedent strategies, teaching and promoting alternative behaviour, responding to behaviour /consequences.
Presenter
Catherine Breault, M.Ed., BCBA
Catherine Breault is the Learning Specialist for Training and Services Lead with the New Brunswick Department of Education and Early Childhood Development, a teacher, and Board Certified Behaviour Analyst (BCBA). In a variety of positions at the school, district, and department levels, she has been providing support and training to school-based resource teachers and education support services teams for nearly 25 years. Her areas of expertise include assessment and programming for school-aged children with autism and other diverse needs, intervention for complex behaviour, consultation with school teams to support inclusion, and developing and implementing training for educational personnel.