Writing a Behavioral Intervention Plan Based on a Functional Behavior Assessment Laura A. Riffel,...

Writing a Behavioral

Intervention Plan Based on a Functional Behavior

Assessment

Laura A. Riffel, Ph.D.

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Needs

Tertiary Prevention:Specialized

Individualized Systems for Students with High-

Risk Needs

Students will move

up and down

through services

as needed

Tiered Intervention Systems- A multi-level

instructional framework aimed at improving outcomes for ALL

students

Help ME!Help ME!

What Gives Bob? I’ve been collecting the data and you’ve

been in the shower for three days man.

Bob is stuck in the vicious loop of shampoo bottle directions: Lather, Rinse , Repeat. Lather, Rinse, Repeat.

Ten Things You Should Know

1. Behavior is learned and serves a specific purpose.

2. Behavior is related to the context within which it occurs.

Ten Things You Should Know3. For every year that a behavior has been in place, you should plan to spend at least one month of consistent and appropriate intervention for you to see a change in the behavior.- This is a rule of thumb.

Turn to Your Neighbor

• Take turn teaching each other the first three rules of behavior.

4. We can improve behavior by 80% just by pointing out what one person is doing correctly.

5. We know we can improve behavior by 80%, yet we use it less than 10% of the time.

4 Positives for Every Negative

• Lanyard– 20 beads

• Start in the morning with all 20 beads on your left side– Every time you compliment a student on their appropriate behavior move a bead to

the right side.– Every time you reprimand a student move 4 beads back to the left side.

Beads on a string

Move down when you use a behavior specific praise.

Make Your Own

Start bead

Goal: Get to the red bead

Paper clips

• Put 30 paper clips in your left pocket or a cup on the bus.

• Every time you compliment a student, move a paper clip into the other pocket or cup.

• Every time you “get after” a student, move 4 paper clips back to where they started.

3x5 index card

Tears for positives

Tears for negatives

11 to 5

Energy Flows Where Attention Goes

6. When we want compliance from our children, we should whisper in their right ear and offer them equal choices.

Ten Things You Should Know7. All behavior falls into two categories: Positive reinforcement and Negative reinforcement. Kids are either trying to gain something or escape something by their inappropriate behaviors.

8. Things kids are trying to get:

1)Attention- (adults or siblings)

2)Access (preferred items)

3)Sensory input (proprioceptive input)

Ten Things You Should Know9. Kids are trying to escape these things:

1)Work or Tasks

2)Attention from Adults or Peers

3)Pain (emotional or physical)

4)Sensory overload (too much coming in)

Ten Things You Should Know10. Your reaction determines whether a behavior will happen again or not. To change child behavior- we have to change our behavior.

Turn your……..

…….into

try this idea.

Multi-modal Plans• We cannot just put one plan in place and expect it to work.• It has to include three streams of implementation:

– Antecedent manipulations

– Behavioral replacements

– Consequence modifications

• It has to be effective. • We need to manage consequences to reinforce the desired

behaviors and replacement skills we teach to the student. • We need to withhold reinforcement following the target behavior. • We need to use natural and least intrusive consequences that will

address the function of the behavior.

What is your definition of functional behavior assessment?

• Write your answer on page 4

Functional Behavioral Assessment Functional Behavioral Assessment (FBA)(FBA)

FBA is a FBA is a processprocess for for gathering information to gathering information to understand the function understand the function (purpose) of behavior in (purpose) of behavior in order to develop an order to develop an effective intervention plan.effective intervention plan.

Setting Events

• These are things we don’t see

Not enough sleep

Here are some guidelines:• 1-3 years old– 13-14 hrs a day• 3-6 years old– 10.5-12 hrs a day• 7-12—10-11 hrs a day• 13-18– 8 ¼ -9 ½ hrs a day

Having a fight with parent

Talk to your neighbors- what are some other recent events

• In the near distant past that might affect behavior ?

What are Antecedents?

Transition Illness Weather condition

Task demand

Presence of a certain peer or adult

Time of day Day of week Perceived attention

Proximity Noises

Smells Subjects Activities Changes in schedule

Emotional upset

Physical pain

Embarrassed Tired Frustration Hungry

An antecedent is anything that occurs prior to the exhibition of the behavior. This might occur right before the behavior, but it can also be a slow trigger that occurs earlier in the day and manifests later. Antecedents can be contexts, settings, situations or conditions. Here is a simple list of common antecedents:

Sometimes, we think we know

Defining Behavior• Poor impulse control• Angry, hostile,

resentful• Paying attention• Stubborn

• Lying on the floor and refusing to move

• High pitched screams

• Hitting with fist• Kicking over chairs• Completing work• crying

What is a consequence?• Can be a negative

consequence:– Gained weight

• Can be a positive consequence:– Lost weight

Consequence is fed by function• What are they trying

to get?– Teacher comes over

and gives attention– Peers laugh at joke– Access to computer– Access to

proprioceptive input

• What are they trying to escape?– Classwork– Embarrassment over

having to read aloud in class

– Peers who are bullying– Temporary depression

over situation

BehaviorSupportTeam

Identify team members most effective as

collaborative processDevelop a profile to

include: child’s strengthschild’s needschild’s target behaviors

Identify settings & situations that require intervention

Team Members– Parents– Teachers involved with the student– Educator with behavioral expertise– An administrative designee

• Also, the team might include any of the following people:– Student themselves– Therapists– Community support (social workers, probation officers, after school care)– Transportation provider– Relatives– Support teachers

Page 7

Student Strengths

Social Strengths Academic Strengths

Friendly

Begins work right away

Never absent

Nice handwriting

Nice smile

Brings back homework

Supportive family

Asks questions when unclear

Skylar’s Strengths:

Page 7

Blanks- page 40

• Call everyone the day before and remind them they need to bring a list of the child’s strengths

• Put these sheets out on the table to remind people of the first task.

Student Needs page 8

Social Needs Academic Needs

Help in keeping friendships

Help in comprehension for reading skills

Help in keeping negative opinions to himself

Help in calculations for multiplication skills at the two digit by two digit level

Help in taking constructive feedback

Help in writing a paragraph that stays on topic

Help in inviting friends over to his house to play

Help in transitioning quietly from one subject to the next

Methods for Conducting Methods for Conducting FBAFBA

Indirect: Anecdotal

SurveysNotesInterviews

Direct: Observational

Data collection

How much data should you collect?

• Page 9– It depends on each unique situation

• Do you think there is a pattern to day of the week?– In that case you might want 10 days of data– Two Mondays, Two Tuesdays etc.

• Do you think it has to do with academic tasks?– You might get enough data in three days or five days

– Good rule of thumb:• You need at least ten incidents of each behavior to

determine the function

Which data form will you use?

• High frequency behaviors:– Minute by Minute sheet– Frequency– Duration

Pages 9 & 10Pages 9 & 10

• Low frequency behaviors:– Antecedent, Behavior, Consequence Data

sheets– Anecdotal notes

• Disruptive behaviors:– FBA data tool

Meet Scout• Scout is a sixth grade student in a K-6 grade school. She is

with the same teacher all day and in a class of 25 students. The school has 476 students and is a neighborhood school. She has not been retained and is a “young” student in the class compared to her peers. Her older sisters are both in high school and are very athletic and popular with many friends. Scout tends to hang out with the sisters’ friends and rarely has friends her own age over to the house.

Page 10

Scout’s Strengths and NeedsSocial Strengths Academic

StrengthsSocial Needs Academic Needs

Comfortable talking in front of the whole class

Great supportive family

Vocabulary is advanced for her age

Scout is very visual and can draw pictures better than anyone in the class

Scout always turns in her work

Scout has neat cursive handwriting

Scout is very comfortable with adults but needs to make friends with peers

Scout needs help with transitions

Scout needs to keep hands and feet to self

Scout needs help with reading comprehension

Scout needs help with reading fluency

Scout needs help in learning to ask for help

Page 10

Scout- page 10• Scout is a sixth grade student with mild intellectual disabilities. Scout has

two siblings who attend the nearby high school. Scout’s mother works full time and father frequently travels. He leaves on Sunday evening and returns on Friday afternoon.

• Scout’s behaviors at school are disruptive outbursts, physical aggression, and throwing objects.

• Mom reports Scout is disorganized at home and leaves her stuff laying all over the house. Mom says she is so disorganized they have three or four fights every morning. She says she has to drive Scout to school because she would make the whole bus late if they waited on Scout. Mom says Scout eats everything in sight when she gets home from school and fights with her sisters until her Mom gets home in the evening.

• Scout is included in the regular classroom with support provided by a co-teaching special education teacher who works with the regular classroom teacher.

Scout’s Behaviors

Throwing objects means a physical object leaves Scout’s hands with purpose and lands at least 12 inches from her body

Disruptive outburst means a loud verbal sound or word that comes from Scout and disturbs the learning environment

Physical aggression means any part of Scout’s body comes in contact with another person with force (We would have labeled this horseplay because her physical contact was the Volkswagen Slug Bug tap)

Page 11

You have 10 days of data – Pages 14-19- Starting with May 1, 2008

Behavioral Intervention Program Antecedent, Behavior, Consequence Form

Student: ____Scout______ Circle One: Mon Tue Wed Thurs Fri Page _1_______ Full day Absent Partial day: In _____ Out ______ Date: ____5/5/03_ Time Context/Activity Antecedent/ Setting

Events Identified Target Behaviors

Consequence/Outcome

Student Reaction Staff Initials

Begin & End

The student’s environmental surroundings (people, places, events)

Describe exactly what occurred in the environment just before targeted behavior was exhibited.

List types of behaviors displayed during incident

What happened in the environment immediately after behavior was exhibited?

How did the student react immediately following the initial consequence being delivered

8:17 8:22 A A B E B LR

10:19 10:23 C A C C A LR

Key:A.Group Time Key:A. Transition Key:A. Throwing objects Key:A. Choice given Key:A. Stopped B. Individual Time B. Choice Given B. Disruptive outburst B. Redirection B. Continued C. Reading C. Redirection C. Physical Aggression C. Discussion of Beh. C. Intensified D. Math D. Instruction/Directive D. D. Personal space given D. Slept E. Spelling E. New Task E. E. Changed Activity E. Yelled F. Social Studies F. Routine Task F. F. Peer Attention F. Cried G. Science G. Physical Prompts G. G. Verbal reprimand G. Other behavior H. Free Choice H. Teacher attention to

others H. H. Physical Prompt H. Moved away

Choose one person to be the reader

• The reader will flip between pages 14-19 and give information to the recorders.

• Recorders you will go to page 19 and start writing the information given to you.

Data Analysis

Total Days of Data: 10 days

Total Incidents: Count how many incidents occurred on those pages

Average per day (b/a) __________________

Total number of minutes engaged in target behavior ____379 minutes_______

Average length of time for each behavior (D/B)_______________________

Percent of Day (D/total minutes for entire data collection) (420 minutes per day x 10 days) ____________________________________________________

379/4200=

Data Analysis

A. Total Days of Data:___ 10 ___________B. Total Incidents: ______ 32 __________C. Average per day (b/a) ______3.2 ________D. Total number of minutes engaged in target behavior ____379 minutes_______E. Average length of time for each behavior (D/B)____379/32=11.84 _____________F.Percent of Day (D/total minutes for entire data collection) (420 minutes per day x 10 days)

Recorders turn to page 20

Readers flip through 14-19 and give the beginning time of each

behavior.

Recorders you will make a tally in each row as the readers call

Behavior Analysis

TIME OF DAY Tallies

8:00-8:29 8:30-8:59 1 9:00-9:29 1 9:30-9:59

10:00-10:29 10:30-10:59 11:00-11:29 11:30-11:59 12:00-12:29 1 12:30-12:59 1:00-1:29 1:30-1:59 2:00-2:29 2:30-2:59 3:00-3:30 1

Your schedule would be tailored to your day.

Behavior Analysis

TIME OF DAY

Tally Ratio % INVOLVED

8:00-8:29 0/32 0% 8:30-8:59 111111 6/32 19% 9:00-9:29 111111 6/32 19% 9:30-9:59 0/32 0%

10:00-10:29 1 1/32 3% 10:30-10:59 0/32 0% 11:00-11:29 0/32 0% 11:30-11:59 0/32 0% 12:00-12:29 11111 5/32 16% 12:30-12:59 1 1/32 3% 1:00-1:29 1111 4/32 13% 1:30-1:59 0/32 0% 2:00-2:29 1 1/32 3% 2:30-2:59 0/32 0% 3:00-3:30 11111111 8/32 25%

Behavior Analysis

DAY OF WEEK Tally AVERAGE INCIDENTS PER DAY

MONDAY (x ) Divide total by x

TUESDAY (x )

WEDNESDAY (x )

THURSDAY (x )

FRIDAY (x )

You might have 3 Mondays and 1 Friday or some other combination. You add up the total tallies and divide by the number of each day of the week that you collected data. For this example there are 2 of each.

Behavior Analysis

DAY OF WEEK

Tally AVERAGE INCIDENTS

PER DAY MONDAY 5+6=11 11/2= 5.5 TUESDAY 2+1=3 3/2= 1.5

WEDNESDAY 1+2=3 3/2= 1.5 THURSDAY 4+2=6 6/2= 3.0

FRIDAY 4+5=9 9/2= 4.5

Behavior Analysis

CONTEXT Letter Tally Ratio % Involved Group Time a 11 x/32 x% Individual

Time b

Reading c 1 Math d

Spelling e Social

Studies f

Science g Home Room

Lunch i 1 Outside j

Behavior Analysis

CONTEXT Letter

Tally Ratio % Involved

Group Time a 11111111111111

14/32 44%

Individual Time

Reading c 111111 6/32 19%

Math d 11111 5/32 16%

Spelling e 1 1/32 03%

Social Studies

Science g

Home Room h

Lunch i 111111 6/32 19%

Outside j

Behaviors

BEHAVIORS Tally Ratio % INVOLVED % INVOLVED

Throwing Objects A 1 Disruptive Outbursts B 11 Physical Aggression C 1

Behavior Analysis

BEHAVIORS Tally Ratio % INVOLVED

Throwing Objects 11 2/32 6%

Disruptive Outburst 11111111111111111111

20/32 63%

Physical Aggression 1111111111 10/32 31%

Not enough incidents to measure

Behavior Analysis

ANTECEDENTS Letter Tally Ratio % INVOLVE

Transition A 11 Choice Given B Redirection C

Instruction/Directive D New Task E 1

Routine Task F Physical Prompts G

Teacher Attention to others

Told “NO”

Close Proximity J Interaction K

Behavior Analysis

ANTECEDENTS Letter Tally Ratio % INVOLVED

Transition A 111111111111

14/32 44%

Choice Given B Redirection C

Instruction/Directive

D 111 3/32 9%

New Task E 11111111

8/32 25%

Routine Task F Physical Prompts G Teacher Attention

to others H 111111

1 7/32 22%

Told “NO”

Close Proximity J Interaction K

ANTECEDENTS Letter Throwing Objects (A)

Disruptive Outburst (B)

Physical Aggression

Transition A 11 Choice Given B Redirection C

Instruction/Directive

New Task E 1 Routine Task F

Physical Prompts

Teacher Attention to

others

Told “NO”

Close Proximity

Interaction K

So if you have a transition antecedent and a disruptive outburst you would mark it in the “A” row in the “B” column.

Behavior AnalysisANTECEDENTS Letter Throwing

Objects Disruptive Outbursts

Physical Aggression

Transition A 11111111111111

Choice Given B

Redirection C Instruction/Directive D 111(3)

New Task E 1 (1) 1111111 (7) Routine Task F

Physical Prompts G Teacher Attention to

others H 11 (2) 11111 (5)

Told “NO”

Close Proximity J

Interaction K

Behavior Analysis

CONSEQUENCE Letter Tally STUDENT REACTION % Effective

Stopped Continued Choice Given A

Redirection B 11 11 0% Discussion C 1 1 100%

Personal Space Given D Changed Activity E

Peer Attention F Verbal Reprimand G Physical Prompt H

Time Out I 1 1 100%

Tally the consequence and the student reaction. Then divide the number of stopped by the total number of behaviors.

Behavior Analysis

CONSEQUENCE Letter Tally STUDENT REACTION % Effective Stopped Continued

Choice Given A 111111 (6) 11111 (5) 1 (1) 83% Redirection B 11111111

(8) 111 (3) 11111 (5) 38%

Discussion C 1111 (4) 11 (2) 11 (2) 50% Personal Space

Given D

Changed Activity

E 11 (2) 11 (2) 0%

Peer Attention F 11 (2) 11 (2) 0% Verbal

Reprimand G

Physical Prompt H Time Out I 1111111111

(10) 11111 (5) 11111 (5) 50%

CONSEQUENCES Letter Throwing Objects

Disruptive Outburst (B)

Physical Aggression

(c) Choice Given A Redirection B 11 Discussion C 1 Personal Space Given

Changed Activity E Peer Attention F Verbal Reprimand G Physical Prompt H Time Out I 1

Just like the last one. Graph row + column.

Behavior AnalysisCONSEQUENCES Letter Throwing

Objects (A) Disruptive Outburst

(B) Physical Aggression

Choice Given A 111111 (6)

Redirection B 11111111 (8)

Discussion C 1 (1)

111 (3)

Personal Space Given D

Changed Activity E 11 (2)

Peer Attention F 1 (1)

Verbal Reprimand G

Physical Prompt H

Time Out I 1111111111 (10)

What pattern do you see?

Page 25

Page 26

What patterns do you see?

Page 27

Which consequences were most effective?

Page 27

Choices #1

• Even though time out was higher- it needs to stop. Time out was being done incorrectly.

• Time out was never supposed to be isolation.

• Time out is “time-out” from reinforcement- not Siberia.

Summary Statement

Three Strands • Environmental Changes

– Setting the student up for success

• Replacement Behavior Teaching– Teaching the what to do instead of

what not to do

• Our Reactions– Feeding the replacement behavior

and extinguishing the targeted behavior

See how these fit into the strand: Strand Effectiveness

Stop the behavior Did it stop the behavior- if no- look at step two

Environmental Be proactive not reactive Was it proactive rather than reactive? This is part of the

environmental change.

Environmental Include an antecedent modification (a change in the environment)

What did you do to change the environment?

Behavior Teaching Include a replacement behavior (we can’t just say “stop that”- we have to tell them what to do instead)

What replacement behavior did you teach them? Remember telling isn’t teaching and being told is not the

same as being taught.

Consequence Modification

Include a consequence modification (We have to change how we react)

Did you change how you reacted to the replacement behavior and to the

target behavior?

Consequence Modification

It has to match the function of the behavior- we have to know why they are doing what they are doing.

Do you really know why the student is doing what they are doing?

YOUR TOPIC GOES HEREWhat event or setting takes place prior to the target behavior? (Antecedent)

What behavior are you targeting to change? (Behavior)

What adult or peer behaviors are reinforcing this behavior? (negative or positive reinforcement) (Consequences)

What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behavior unnecessary?

What new behaviors might you teach to the student to replace the current target behaviors?

How might you change the adult behavior regarding the original target behavior and the new replacement behaviors?

What is the goal behavior? What adult or peer behaviors will

“feed” this goal behavior?Competing Pathway Chart:

Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.

“feed” this goal behavior?

Competing Pathway Chart:Pages 34-36 blanks for you to use

Start with the first behavior on your sheet. For this student it is disruptive outburst

Using the Antecedent, Contexts, time of day, and day of the week determine what you think the main trigger is for this behavior- For this student it was waiting or down time in class.

Next, we determine the maintaining consequence. What is feeding this behavior. For this student it is peer attention.

YOUR TOPIC GOES HEREWhen there

is a transitionScout has a disruptive outburst

To get adult attention

“feed” this goal behavior?

Competing Pathway Chart:Pages 34-36 blanks for you to use

You now have your summary statement- for this student it is:

When there is down time in class, Peter has a verbal outburst, to get peer attention.

“feed” this goal behavior?Now you have a roadmap for a multi-modal plan based on the function behind the behavior and not your reaction to the behavior.

Repeat the process for any other behaviors you collected data on.

What event or setting takes place prior to the target behavior? (Antecedent)

What adult or peer behaviors are reinforcing this behavior? (Negative or positive reinforcement) (Consequences)

What is the goal behavior?

What adult or peer behaviors will reinforce this behavior in the long term?

Make her Vanna White of the Daily Schedule.

Mom works on organizing her exit from home.

Check-in/Check-out with a preferred adult.

Had her go to the office with a “message” or return a “book” to the library if it looked like she was on overload and needed attention. (Cued receivers)

Writing on the board and announcing to the class the next activity.

Secret signal if she wants the teacher’s attention.

She’s getting pre-corrects of attention from the teacher prior to her Vanna White duties.

Teacher gives a ton of attention for appropriate behavior.

Teacher ignores burping. The minute she is quiet- she gets attention.

If needed private conversation.

Be able to transition appropriately.

Socially appropriate adult attention.

What is the goal behavior?

What adult or peer behaviors will reinforce this behavior in the long term?

Pre-teach her the upcoming lessons in the privacy of her check-in/check-out room.

She will know the first thing the teacher is going to ask for her anticipatory set.

Teach her to use her secret signal if she is stuck so she doesn’t resort to out of seat behavior.

Keep some extra supplies over on a shelf and tell her if she is stuck to get up and go get one of those supplies. That will cue the teacher she needs help without disturbing the class.

Give tons of attention for working on seatwork.

If she does “hit”, she loses choice at recess. She still goes to recess, but she cannot play four square which is her favorite game.

If she does work well, she can earn five free answers for the whole class on the assignment.

To attempt new tasks and to ask for help when she needs it.

To take pride in her work.

Baseline

Baseline Intervention

Formula for Baseline- page 30

(I-B)/B= D*100

Intervention Frequency = 3 times per day

Baseline Frequency = 34 times per day3-34= -31

-31/34= .91176

.91*100=

91% Decrease in Behavior

NEW!!!!

Writing a Behavioral Intervention Plan Based on a Functional Behavior Assessment Laura A. Riffel,...

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