Module One-IRIS FBA

1. What should Ms. Rolinson know about behavior in order to help Joseph?
a. What is the function of the behavior?
b. Frequency of the behavior
c. Antecedent of the behavior
d. Setting of the behavior
e. Duration of the behavior
2. How can Ms. Rolinson determine why Joseph behaves the way he does?
a. Conduct an FBA
b. Interview the student
c. Interview parents/guardians
d. Develop and write the FBA
3. What can Ms. Rolinson do to modify Josephs behavior?
a. Develop and implement a behavior intervention plan (BIP) based on the findings and

results of the FBA.

b. Use positive or negative reinforcements along with the FBA/BIP to encourage wanted

behaviors and to reduce the frequency of unwanted behaviors.

c. Use other PBIS supports such as B.I.S.T. to teach Joseph missing skills or to address

skill deficits in his behavior.

4. How will Ms. Rolinson know whether or not the intervention is successful?
a. Ms. Rolinson, the SPED teacher, and other school professionals will need to collect

data prior to the intervention and during the intervention to see if the frequency and

duration of the target behavior has increased or decreased.

b. If the frequency or duration of the target behavior has increased, then an additional

PBIS or intervention might need to be implemented.

c. If the frequency or duration of the target behavior has decreased, the intervention is

successful, the intensity of the intervention can be reduced and possibly removed in

the near future.

5. Council for the Accreditation of Educator Preparation (CAEP).
a. To improve the quality of new teachers and their practices, to ensure that evidence

based practices are used in the classroom.

b. Standard 1: Content and Pedagogical Knowledge.
6. Council for Exceptional Children (CEC).
a. Helps to establish a guide and plan for educating students with disabilities.
b. Standard 2: Learning Environments
c. Standard 4: Assessment
7. Division for Early Childhood Recommend Practices (DEC).
a. Improve learning outcomes for children birth to age 5 that are at risk of

developmental disabilities.

b. INS1. Practitioners, with the family, identify each childs strengths, preferences, and
interests to engage the child in active learning.
c. INS2. Practitioners, with the family, identify skills to target for instruction that help a
child become adaptive, competent, socially connected, and engaged and that
promote learning in natural and inclusive environments.
d. INS3. Practitioners gather and use data to inform decisions about individualized
instruction.
e. INS4. Practitioners plan for and provide the level of support, accommodations, and
adaptations needed for the child to access, participate, and learn within and across
activities and routines.
f. INS5. Practitioners embed instruction within and across routines, activities, and
environments to provide contextually relevant learning opportunities.
g. INS6. Practitioners use systematic instructional strategies with fidelity to teach skills
and to promote child engagement and learning.
h. INS7. Practitioners use explicit feedback and consequences to increase child
engagement, play, and skills.
i. INS8. Practitioners use peer-mediated intervention to teach skills and to promote
child engagement and learning.
j. INS9. Practitioners use functional assessment and related prevention, promotion,
and intervention strategies across environments to prevent and address challenging
behavior.
k. INS10. Practitioners implement the frequency, intensity, and duration of instruction
needed to address the childs phase and pace of learning or the level of support
needed by the family to achieve the childs outcomes or goals.
l. INS11. Practitioners provide instructional support for young children with disabilities
who are dual language learners to assist them in learning English and in continuing
to develop skills through the use of their home language.
m. INS12. Practitioners use and adapt specific instructional strategies that are effective
for dual language learners when teaching English to children with disabilities.
n. INS13. Practitioners use coaching or consultation strategies with primary caregivers
or other adults to facilitate positive adult-child interactions and instruction
intentionally designed to promote child learning and development.
8. Interstate Teacher Assessment and Support Consortium (InTASC).
 a. Allows teachers from all grade levels to provide students with training and support

for college or employment following graduation from high school.

b. Standard 3: Learning Environments.
c. Standard 6: Assessment.
9. National Council for Accreditation of Teacher Education (NCATE).
a. Professional guidelines to support educators in the classroom.
b. Standard 1: Candidate knowledge, skills, and dispositions.
10. Positive Reinforcement
a. Used by teachers to increase the probability that a behavior will occur in the future.
b. Often thought as a reward.
11. Negative Reinforcement
a. Is also used by teachers to increase the probability that a behavior will occur in the

future.
b. Often removing a student from something that is unpleasant.
c. Often thought of relive from something aversive.
12. Positive Punishment
a. A means by which the teacher can decrease the likelihood that a behavior will occur

in the future.
b. Uses a punishment to provide something unpleasant.
13. Negative Punishment
a. A means by which the teacher can decrease the likelihood that a behavior will occur

in the future.
b. Is used to remove something that is pleasant.
c. Time-out is an example of negative punishment.
14. Extinction
a. Withholding of something pleasant to eliminate the likelihood of a behavior occurring

in the future.
b. Difficult to use and must be used in conjunction with positive interventions.
15. The reasons to use an FBA:
a. When the behavior can cause injury to the students or their peers.
b. Increases in intensity, duration, or frequency.
c. Places the student at risk for special education referral or a more restrictive

environment.
16. Determine the Behaviors Function
a. Step 1: Identify and define problem and replacement behaviors.
b. Step 2: Collect Data.
c. Step 3: Identify the function of the behavior.
17. Develop and Implement a Function-Based Intervention:
a. Step 4: Design a function-based intervention.
b. Step 5: Maximize intervention success.
 c. Step 6: Implement the intervention.
18. Evaluate the Effectiveness of the Intervention:
a. Step 7: Evaluate the intervention.
19. Complementing other students in the class, answering a question when called upon,

encouraging other students in the classroom.

20. When working with other students, Joseph will treat his classmates, teacher, and others in

the classroom with respect. Example: Joseph will answer questions when called upon

without rolling his eyes or sarcastic comments. Non-Example: Joseph rolls his eyes and

makes a rude or sarcastic comment when called upon to answer a question.

21. Collecting Data:
a. Interviews of student, teachers, parents, staff, and etc. to 1. Determine the function of

the behavior, 2. Identify reinforcers of the problem behavior, and 3. Set reasonable

goals for change. This is also used to 1. Collect background information about target

behavior, 2. Possible antecedents and consequences associated with the problem

behavior, 3. The settings, time, where the target behavior is most and least likely to

occur, and 4. Interventions that have been tried.

b. Behavior rating scales. 1. Teachers and the student complete these forms.
c. Direct Observations.
22. Data Recording Methods:
a. Duration: Length of time a student engages in a behavior; stopwatch starts when the

behavior begins and stops when the behavior ends.

b. Latency: How long does it take for a behavior to begin? Start a stopwatch prior to the

start of a behavior and stop it when the behavior occurs.

c. Event: How frequently a behavior occurs within a given period of time; use tally

marks to determine how often the behavior occurs.

d. Interval: Whether or not the behavior occurs within a given period of time; use a data

collection sheet to determine the presence or absence of the behavior during the given

period of time.
23. Social Validity: Determines if intervention and desired replacement behavior meet

socially accepted practices.

a. Does the intervention address socially significant goals?
 b. Do the individuals involved with the intervention believe it is socially acceptable?
c. Does the intervention produce socially significant outcomes?
d. Does the intervention fit the teachers instructional style?
e. Does the teacher believe the intervention will work?
24. Implementation Fidelity: The degree to which the intervention was implemented as

designed.
a. Data collection methods used.
b. Person collecting data.
c. Frequency of data collection.
25. Generalization and Maintenance: Determining how student will generalize and maintain

the desired behavior from the intervention.

a. Provide training for the student on replacement behaviors across multiple settings and

with different people.

b. Ensure consistency of antecedents and consequences across all settings.