INDIVIDUAL

Behavioural Framework
Functional Behaviour Assessment is an evidence-based behavioural framework (used within PBS models) that improves the capacity of schools to develop specific behaviour and learning plans based on antecedent intervention strategies, alternate behaviour pathways and contingent positive reward strategies.
Behaviour can be viewed as having two critical features;
  1. Form (what the behaviour looks and sounds like)
  2. Function (what motivates the behaviour to keep occurring ie its purpose)
It is very easy to establish consequences (ie. sanctions or punishments) for the ‘form’ of the behaviour and all schools will have a hierarchy of consequences that need to be applied. These applied consequences are reflected in the LMBR categories under minor and major behaviours. (Note: the category definitions describe the form of the behaviour)
However, to change behaviour it is much more effective to establish strategies that specifically target the ‘function’ of the behaviour. There are two major functions of behaviour;
  1. To obtain /gain 'something'
  2. To escape/avoid 'something'
and will be mitigated through either;
a) Adults or
b) Peers
The pay-off (or ’something’ used above) for engaging in the behaviour will fall under one of three categories;
i. Stimulation/Sensory
ii. Social
iii. Tangible Item / Activity
The school should implement their own FBA developed procedures to determine the function of the inappropriate behaviour. Once the function has been identified a behaviour summary statement will form the basic hypothesis for intervention. An intervention can be chosen that will provide an alternate behaviour pathway that will match the function (or purpose) that the student receives for engaging in inappropriate behaviour. Observation of the behaviour under the new antecedent intervention strategies will determine if the strategies are effective and/or what needs to be adjusted within the learning and behaviour plan to effect greater change.

FoB overview.JPG