1 Functional Behavior Assessment & Behavior Support Planning Process SpEd 623 Behavior Support...

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Functional Behavior Functional Behavior Assessment & Behavior Assessment & Behavior

Support Planning ProcessSupport Planning Process

SpEd 623 Behavior SupportSpEd 623 Behavior Support

BrownbridgeBrownbridge

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School-Wide PBS StrategiesSchool-Wide PBS Strategies

Adapted from Sugai et al., 2000

Specialized Individual Interventions(Individual StudentSystem)

Continuum of Effective BehaviorSupport

Specialized GroupInterventions(At-Risk System)

Universal Interventions (School-Wide SystemClassroom System)

Studentswithout SeriousProblemBehaviors (80 -90%)

Students At-Risk for Problem Behavior(5-15%)

Students withChronic/IntenseProblem Behavior(1 - 7%)

Primary Prevention

Secondary Prevention

Tertiary Prevention

All Students in School

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Advances in School-Wide DisciplineAdvances in School-Wide Discipline

The Focus of School-Wide PBS is The Focus of School-Wide PBS is to…to…

• Define, teach, and support appropriate Define, teach, and support appropriate behaviorsbehaviors

• Increase positive reinforcement for Increase positive reinforcement for appropriate behaviorappropriate behavior

• Prevent problem behaviorsPrevent problem behaviors• Enhance student academic and social Enhance student academic and social

successsuccess• Increase consistency in response to Increase consistency in response to

problematic behavior across all school staffproblematic behavior across all school staff

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Effective School-Wide PBSEffective School-Wide PBS

• Addresses support in all settings Addresses support in all settings (classroom, hallways, cafeteria, etc)(classroom, hallways, cafeteria, etc)

• Are developed with teacher, student, Are developed with teacher, student, and parent participationand parent participation

• Emphasizes collaborative problem Emphasizes collaborative problem solvingsolving

• Builds on the school’s existing Builds on the school’s existing strengthsstrengths

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Five Major Components of Five Major Components of School-Wide PBSSchool-Wide PBS

• School-wideSchool-wide Universal Universal InterventionsInterventions

• ClassroomClassroom InterventionsInterventions

• Non-classroom / Non-instructional Non-classroom / Non-instructional settingssettings

• Individual Intervention / SupportsIndividual Intervention / Supports

• School & Community PartnershipsSchool & Community Partnerships

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An Introduction to An Introduction to Functional Behavior Functional Behavior

AssessmentAssessment

Strategies for supportingStrategies for supporting

Individual StudentsIndividual Students

who engage in problem who engage in problem behaviorbehavior

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Functional Behavioral Functional Behavioral Assessment: What is It?Assessment: What is It?

• FBA is a process for identifying the events that predict and FBA is a process for identifying the events that predict and maintain patterns of problem behaviormaintain patterns of problem behavior

• Outcomes of FBA include:Outcomes of FBA include:– Description of the behavior(s)Description of the behavior(s)– Predictors and consequences of problem behavior (likely & Predictors and consequences of problem behavior (likely &

unlikely)unlikely)– Summary statements about the function(s) of the problem Summary statements about the function(s) of the problem

behaviorsbehaviors– Direct observation dataDirect observation data– Allows (more)confident prediction of the conditions in Allows (more)confident prediction of the conditions in

which the challenging behavior is likely to occur or not which the challenging behavior is likely to occur or not occur and when there is agreement about the occur and when there is agreement about the consequences that perpetuate the challenging behaviorconsequences that perpetuate the challenging behavior

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Functional Behavioral AssessmentFunctional Behavioral Assessment• Clearly describes the challenging behaviors, including behaviors Clearly describes the challenging behaviors, including behaviors

that occur togetherthat occur together

• Identifies the events, times, and situations that predict when the Identifies the events, times, and situations that predict when the challenging behaviors will and will not occur across the range of challenging behaviors will and will not occur across the range of daily routinesdaily routines

• Identifies the consequences that maintain the challenging Identifies the consequences that maintain the challenging behaviors (what the person "gets out" of the behaviors, e.g., behaviors (what the person "gets out" of the behaviors, e.g., attention, escape, preferred items)attention, escape, preferred items)

• Develops one or more summary statements or hypotheses that Develops one or more summary statements or hypotheses that describe specific behaviors, specific types of situations in which describe specific behaviors, specific types of situations in which they occur, and the reinforcers that maintain the behaviors in that they occur, and the reinforcers that maintain the behaviors in that situationsituation

• Collects directly observed data that support these summary Collects directly observed data that support these summary statementsstatements

• A complete assessment allows confident prediction of the A complete assessment allows confident prediction of the conditions in which the challenging behavior is likely to occur or conditions in which the challenging behavior is likely to occur or not occur and when there is agreement about the consequences not occur and when there is agreement about the consequences that perpetuate the challenging behavior.that perpetuate the challenging behavior.

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Functional Behavioral AssessmentFunctional Behavioral Assessment• The functional assessment is a foundation of behavioral support.The functional assessment is a foundation of behavioral support.

• The results of a functional assessment let caregivers design an The results of a functional assessment let caregivers design an environment that "works" for people with communication and environment that "works" for people with communication and behavioral challenges.behavioral challenges.

• The person with the behavior challenges and those who best The person with the behavior challenges and those who best know the person collaborate with someone trained in (applied) know the person collaborate with someone trained in (applied) behavioral analysis to plan collaboratively how to reduce or behavioral analysis to plan collaboratively how to reduce or eliminate challenging behavior.eliminate challenging behavior.

• Functional assessment methods look at the behavioral support Functional assessment methods look at the behavioral support needs of people who exhibit the full range of challenging needs of people who exhibit the full range of challenging behaviors.behaviors.

• Functional assessments are mandated by the Individuals with Disabilities Education Act (IDEA 04) for use by Individualized Education Plan (IEP) teams addressing behavioral concerns.

• Many states have laws or regulations stipulating the need for a functional assessment before permitting significant behavioral interventions.

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Functional Behavioral Functional Behavioral Assessment: Why Use It?Assessment: Why Use It?

• It’s the law (It’s the law (IDEIAIDEIA, 2004 PL 108-446), 2004 PL 108-446)• It’s data-basedIt’s data-based• Leads to summary statements from which (a) Leads to summary statements from which (a)

hypotheses can be made, and (b) support hypotheses can be made, and (b) support plan(s) can be developedplan(s) can be developed

• Support plan(s) are more likely to be Support plan(s) are more likely to be implementedimplemented

• Support plan(s) are more likely to workSupport plan(s) are more likely to work• Support plan(s) are more likely to be efficientSupport plan(s) are more likely to be efficient

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When Do You Conduct an When Do You Conduct an FBA?FBA?

• Per Per IDEAIDEA statute and regulations statute and regulations

• Prior to designing a behavior Prior to designing a behavior support plansupport plan

• To evaluate progress after a To evaluate progress after a behavior support plan is in place behavior support plan is in place (ongoing)(ongoing)

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FBA and FBA and IDEAIDEAIDEA 04: § 614 (b) Evaluation Procedures:IDEA 04: § 614 (b) Evaluation Procedures:(1) NOTICE- The local educational agency shall provide notice to the parents of a (1) NOTICE- The local educational agency shall provide notice to the parents of a

child with a disability, in accordance with subsections (b)(3), (b)(4), and (c) child with a disability, in accordance with subsections (b)(3), (b)(4), and (c) of section 615, that describes any evaluation procedures such agency of section 615, that describes any evaluation procedures such agency proposes to conduct.proposes to conduct.

(2) CONDUCT OF EVALUATION. – In conducting the evaluation, the local (2) CONDUCT OF EVALUATION. – In conducting the evaluation, the local education agency shall –education agency shall –

(A)(A) use a variety of tools and strategies to gather relevant functional use a variety of tools and strategies to gather relevant functional and developmental information, including information provided by and developmental information, including information provided by the parent, that may assist in determining -the parent, that may assist in determining -

(i)(i) whether the child is a child with a disability; and whether the child is a child with a disability; and (ii)(ii) the content of the child’s individualized education the content of the child’s individualized education

program, including information related to enabling the program, including information related to enabling the child to be involved in and progress in the general child to be involved in and progress in the general curriculum or, for preschool children, to participate in curriculum or, for preschool children, to participate in appropriate activities;appropriate activities;

(B)(B) not use any single procedure as the sole criterion for determining not use any single procedure as the sole criterion for determining whether a child is a child with a disability or determining an whether a child is a child with a disability or determining an appropriate educational program for the child; andappropriate educational program for the child; and

(C)(C) use technically sound instruments that may assess the relative use technically sound instruments that may assess the relative contribution of cognitive and behavioral factors, in addition to contribution of cognitive and behavioral factors, in addition to physical or developmental factors.physical or developmental factors.

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FBA and FBA and IDEA IDEA (cont’d)(cont’d)IDEA 04: § 614 (b)(3):IDEA 04: § 614 (b)(3):(3) ADDITIONAL REQUIREMENTS. – Each local educational agency shall ensure (3) ADDITIONAL REQUIREMENTS. – Each local educational agency shall ensure

that –that –(B)(B) the child is assessed in all areas of suspected disability;the child is assessed in all areas of suspected disability;(C)(C) assessment tools and strategies that provide relevant information that assessment tools and strategies that provide relevant information that

directly assists persons in determining the educational needs of the directly assists persons in determining the educational needs of the child are provided; andchild are provided; and

(D)(D) assessments of children with disabilities who transfer from 1 school district to assessments of children with disabilities who transfer from 1 school district to another school district in the same academic year are coordinated with such another school district in the same academic year are coordinated with such children's prior and subsequent schools, as necessary and as expeditiously as children's prior and subsequent schools, as necessary and as expeditiously as possible, to ensure prompt completion of full evaluations.possible, to ensure prompt completion of full evaluations.

IDEA 04: § 614 (c)(2):IDEA 04: § 614 (c)(2):(c) ADDITIONAL REQUIREMENTS FOR EVALUATION AND REEVALUATIONS. –(c) ADDITIONAL REQUIREMENTS FOR EVALUATION AND REEVALUATIONS. –

(2) SOURCE OF DATA. – The local educational agency shall administer such (2) SOURCE OF DATA. – The local educational agency shall administer such tests and other evaluation materials as may be needed to produce the tests and other evaluation materials as may be needed to produce the data identified by the IEP Team under paragraph (1)(B).data identified by the IEP Team under paragraph (1)(B).

3) PARENTAL CONSENT- Each local educational agency shall obtain 3) PARENTAL CONSENT- Each local educational agency shall obtain informed parental consent, in accordance with subsection (a)(1)(D), informed parental consent, in accordance with subsection (a)(1)(D), prior to conducting any reevaluation of a child with a disability, except prior to conducting any reevaluation of a child with a disability, except that such informed parental consent need not be obtained if the local that such informed parental consent need not be obtained if the local educational agency can demonstrate that it had taken reasonable educational agency can demonstrate that it had taken reasonable measures to obtain such consent and the child's parent has failed to measures to obtain such consent and the child's parent has failed to respond.respond.

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FBA and FBA and IDEA IDEA (cont’d)(cont’d)

IDEA 04: IDEA 04: § 615 (j) - (k)(1)§ 615 (j) - (k)(1)(j)(j) MAINTENANCE OF CURRENT EDUCATIONAL PLACEMENT- Except as provided in MAINTENANCE OF CURRENT EDUCATIONAL PLACEMENT- Except as provided in

subsection (k)(4), during the pendency of any proceedings conducted pursuant to this subsection (k)(4), during the pendency of any proceedings conducted pursuant to this section, unless the State or local educational agency and the parents otherwise agree, section, unless the State or local educational agency and the parents otherwise agree, the child shall remain in the then-current educational placement of the child, or, if the child shall remain in the then-current educational placement of the child, or, if applying for initial admission to a public school, shall, with the consent of the parents, applying for initial admission to a public school, shall, with the consent of the parents, be placed in the public school program until all such proceedings have been be placed in the public school program until all such proceedings have been completed.completed.

(k) PLACEMENT IN ALTERNATIVE EDUCATIONAL SETTING -(k) PLACEMENT IN ALTERNATIVE EDUCATIONAL SETTING -(1)(1) AUTHORITY OF SCHOOL PERSONNEL-AUTHORITY OF SCHOOL PERSONNEL-

(A) CASE-BY-CASE DETERMINATION- School personnel may consider any (A) CASE-BY-CASE DETERMINATION- School personnel may consider any unique circumstances on a case-by-case basis when determining whether to unique circumstances on a case-by-case basis when determining whether to order a change in placement for a child with a disability who violates a code order a change in placement for a child with a disability who violates a code of student conduct.of student conduct.

(B) AUTHORITY- School personnel under this subsection may remove a child (B) AUTHORITY- School personnel under this subsection may remove a child with a disability who violates a code of student conduct from their current with a disability who violates a code of student conduct from their current placement to an appropriate interim alternative educational setting, another placement to an appropriate interim alternative educational setting, another setting, or suspension, for not more than 10 school days (to the extent such setting, or suspension, for not more than 10 school days (to the extent such alternatives are applied to children without disabilities).alternatives are applied to children without disabilities).

(C) ADDITIONAL AUTHORITY- If school personnel seek to order a change in (C) ADDITIONAL AUTHORITY- If school personnel seek to order a change in placement that would exceed 10 school days and the behavior that gave rise placement that would exceed 10 school days and the behavior that gave rise to the violation of the school code is determined not to be a manifestation of to the violation of the school code is determined not to be a manifestation of the child's disability pursuant to subparagraph (E), the relevant disciplinary the child's disability pursuant to subparagraph (E), the relevant disciplinary procedures applicable to children without disabilities may be applied to the procedures applicable to children without disabilities may be applied to the child in the same manner and for the same duration in which the procedures child in the same manner and for the same duration in which the procedures would be applied to children without disabilities, except as provided in would be applied to children without disabilities, except as provided in section 612(a)(1) although it may be provided in an interim alternative section 612(a)(1) although it may be provided in an interim alternative educational setting.educational setting.

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(k)(k) PLACEMENT IN ALTERNATIVE EDUCATIONAL SETTING (cont’d)PLACEMENT IN ALTERNATIVE EDUCATIONAL SETTING (cont’d)(D) SERVICES- A child with a disability who is removed from the child's current (D) SERVICES- A child with a disability who is removed from the child's current

placement under subparagraph (G) (irrespective of whether the behavior is placement under subparagraph (G) (irrespective of whether the behavior is determined to be a manifestation of the child's disability) or subparagraph (C) determined to be a manifestation of the child's disability) or subparagraph (C) shall--shall--

(i)(i) continue to receive educational services, as provided in section 612(a)(1), continue to receive educational services, as provided in section 612(a)(1), so as to enable the child to continue to participate in the general education so as to enable the child to continue to participate in the general education curriculum, although in another setting, and to progress toward meeting curriculum, although in another setting, and to progress toward meeting the goals set out in the child's IEP; andthe goals set out in the child's IEP; and

(ii)(ii) receive, as appropriate, a functional behavioral assessment, behavioral receive, as appropriate, a functional behavioral assessment, behavioral intervention services and modifications, that are designed to address the intervention services and modifications, that are designed to address the behavior violation so that it does not recur.behavior violation so that it does not recur.

(E) MANIFESTATION DETERMINATION-(E) MANIFESTATION DETERMINATION-(i)(i) IN GENERAL- Except as provided in subparagraph (B), within 10 school days of any IN GENERAL- Except as provided in subparagraph (B), within 10 school days of any

decision to change the placement of a child with a disability because of a violation of a decision to change the placement of a child with a disability because of a violation of a code of student conduct, the local educational agency, the parent, and relevant code of student conduct, the local educational agency, the parent, and relevant members of the IEP Team (as determined by the parent and the local educational members of the IEP Team (as determined by the parent and the local educational agency) shall review all relevant information in the student's file, including the child's agency) shall review all relevant information in the student's file, including the child's IEP, any teacher observations, and any relevant information provided by the parents to IEP, any teacher observations, and any relevant information provided by the parents to determine--determine--

(I)(I) if the conduct in question was caused by, or had a direct and substantial if the conduct in question was caused by, or had a direct and substantial relationship to, the child's disability; orrelationship to, the child's disability; or

(II(II if the conduct in question was the direct result of the local educational agency's if the conduct in question was the direct result of the local educational agency's failure to implement the IEP.failure to implement the IEP.

(ii)(ii) MANIFESTATION- If the local educational agency, the parent, and relevant members of MANIFESTATION- If the local educational agency, the parent, and relevant members of the IEP Team determine that either subclause (I) or (II) of clause (i) is applicable for the the IEP Team determine that either subclause (I) or (II) of clause (i) is applicable for the child, the conduct shall be determined to be a manifestation of the child's disability.child, the conduct shall be determined to be a manifestation of the child's disability.

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(k)(k) PLACEMENT IN ALTERNATIVE EDUCATIONAL SETTING (cont’d)PLACEMENT IN ALTERNATIVE EDUCATIONAL SETTING (cont’d)

(F) DETERMINATION THAT BEHAVIOR WAS A MANIFESTATION- If the local educational (F) DETERMINATION THAT BEHAVIOR WAS A MANIFESTATION- If the local educational agency, the parent, and relevant members of the IEP Team make the determination that agency, the parent, and relevant members of the IEP Team make the determination that the conduct was a manifestation of the child's disability, the IEP Team shall--the conduct was a manifestation of the child's disability, the IEP Team shall--

(i)(i) conduct a conduct a functional behavioral assessmentfunctional behavioral assessment, and implement a behavioral , and implement a behavioral intervention plan for such child, provided that the local educational agency had intervention plan for such child, provided that the local educational agency had not conducted such assessment prior to such determination before the behavior not conducted such assessment prior to such determination before the behavior that resulted in a change in placement described in subparagraph (C) or (G);that resulted in a change in placement described in subparagraph (C) or (G);

(ii)(ii) in the situation where a behavioral intervention plan has been developed, review in the situation where a behavioral intervention plan has been developed, review the behavioral intervention plan if the child already has such a behavioral the behavioral intervention plan if the child already has such a behavioral intervention plan, and modify it, as necessary, to address the behavior; andintervention plan, and modify it, as necessary, to address the behavior; and

(iii(iii except as provided in subparagraph (G), return the child to the placement from except as provided in subparagraph (G), return the child to the placement from which the child was removed, unless the parent and the local educational agency which the child was removed, unless the parent and the local educational agency agree to a change of placement as part of the modification of the behavioral agree to a change of placement as part of the modification of the behavioral intervention plan.intervention plan.

(G) SPECIAL CIRCUMSTANCES- School personnel may remove a student to an interim (G) SPECIAL CIRCUMSTANCES- School personnel may remove a student to an interim alternative educational setting for not more than 45 school days without regard to alternative educational setting for not more than 45 school days without regard to whether the behavior is determined to be a manifestation of the child's disability, in whether the behavior is determined to be a manifestation of the child's disability, in cases where a child--cases where a child--

(i)(i) carries or possesses a weapon to or at school, on school premises, or to or at a carries or possesses a weapon to or at school, on school premises, or to or at a school function under the jurisdiction of a State or local educational agency;school function under the jurisdiction of a State or local educational agency;

(ii)(ii) knowingly possesses or uses illegal drugs, or sells or solicits the sale of a knowingly possesses or uses illegal drugs, or sells or solicits the sale of a controlled substance, while at school, on school premises, or at a school function controlled substance, while at school, on school premises, or at a school function under the jurisdiction of a State or local educational agency; orunder the jurisdiction of a State or local educational agency; or

(iii)(iii) has inflicted serious bodily injury upon another person while at school, on school has inflicted serious bodily injury upon another person while at school, on school premises, or at a school function under the jurisdiction of a State or local premises, or at a school function under the jurisdiction of a State or local educational agency.educational agency.

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(k)(k) PLACEMENT IN ALTERNATIVE EDUCATIONAL SETTING (cont’d)PLACEMENT IN ALTERNATIVE EDUCATIONAL SETTING (cont’d)

(H) NOTIFICATION- Not later than the date on which the decision to take disciplinary (H) NOTIFICATION- Not later than the date on which the decision to take disciplinary action is made, the local educational agency shall notify the parents of that decision, action is made, the local educational agency shall notify the parents of that decision, and of all procedural safeguards accorded under this section.and of all procedural safeguards accorded under this section.

(2)(2) DETERMINATION OF SETTING- The interim alternative educational setting in DETERMINATION OF SETTING- The interim alternative educational setting in subparagraphs (C) and (G) of paragraph (1) shall be determined by the IEP Team.subparagraphs (C) and (G) of paragraph (1) shall be determined by the IEP Team.

(3)(3) APPEAL -APPEAL -

AA IN GENERAL- The parent of a child with a disability who disagrees with any IN GENERAL- The parent of a child with a disability who disagrees with any decision regarding placement, or the manifestation determination under this decision regarding placement, or the manifestation determination under this subsection, or a local educational agency that believes that maintaining the subsection, or a local educational agency that believes that maintaining the current placement of the child is substantially likely to result in injury to the current placement of the child is substantially likely to result in injury to the child or to others, may request a hearing.child or to others, may request a hearing.

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Functional Behavior Functional Behavior Assessment: Six PhasesAssessment: Six Phases

Phase 1:Phase 1: Historical and Background Historical and Background DataData

Phase 2:Phase 2: Determine the Target Determine the Target BehaviorBehavior

Phase 3:Phase 3: Direct ObservationDirect ObservationPhase 4:Phase 4: Generate a HypothesisGenerate a HypothesisPhase 5:Phase 5: Verify the HypothesisVerify the HypothesisPhase 6:Phase 6: Determine the Function of the Determine the Function of the

BehaviorBehavior

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Phase 1Phase 1: Historical and : Historical and Background DataBackground Data

• The first step in a functional behavioral The first step in a functional behavioral assessment is collecting historical and assessment is collecting historical and background data.background data.

• A review of historical and background data A review of historical and background data helps:helps:

– verify the existence of a problemverify the existence of a problem

– define the target behaviordefine the target behavior

• Principle of ConfidentialityPrinciple of Confidentiality: be aware of the : be aware of the confidentiality procedures in your district.confidentiality procedures in your district.

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Phase 1Phase 1 (cont’d)(cont’d)

• When you collect data, look for information that When you collect data, look for information that helps answer some of the following questions:helps answer some of the following questions:– How long?How long?– Frequency?Frequency?– Who is affected?Who is affected?– Where it is/is not a problem?Where it is/is not a problem?– Setting Events?Setting Events?

• Verifying the existence of a problem involves:Verifying the existence of a problem involves:– reaching agreement that behavior is reaching agreement that behavior is

detrimental to student learningdetrimental to student learning– recognizing that teachers have different levels recognizing that teachers have different levels

of toleranceof tolerance

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• Two methods used to explore a student's historical Two methods used to explore a student's historical background are:background are:– Archival Records ReviewArchival Records Review– InterviewsInterviews

• An archival records review consists of:An archival records review consists of:– systematic collection of historical and background systematic collection of historical and background

datadata– organization of information into relevant categoriesorganization of information into relevant categories

• The purpose of an archival records review is to determine The purpose of an archival records review is to determine related issues. The information can be used to:related issues. The information can be used to:– identify contextsidentify contexts– guide interviewsguide interviews– determine when and where to observe the behaviordetermine when and where to observe the behavior

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• Some patterns and issues which may emerge Some patterns and issues which may emerge from an archival records review include:from an archival records review include:– absencesabsences

– age differencesage differences

– inconsistent educational performanceinconsistent educational performance– repeated referralsrepeated referrals– discrepancy between test scores and discrepancy between test scores and

performanceperformance– problems associated with particular problems associated with particular

environmentsenvironments

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Phase 1Phase 1 (cont’d)(cont’d)• Interviews can provide a wide variety of information that Interviews can provide a wide variety of information that

help to focus your assessment. Interviews may uncover:help to focus your assessment. Interviews may uncover:– standards and expectationsstandards and expectations– expected behaviorsexpected behaviors– settings and people where the behavior occurssettings and people where the behavior occurs– settings and people where the behavior doesn't occursettings and people where the behavior doesn't occur– past contextspast contexts– previous problem behaviorprevious problem behavior– what problem behavior looks likewhat problem behavior looks like– setting eventssetting events– events that occur immediately before the behaviorevents that occur immediately before the behavior– potential reinforcerspotential reinforcers– historical informationhistorical information

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• When conducting an interview you may want to:When conducting an interview you may want to:– use scripted questionsuse scripted questions– conduct informal interviewsconduct informal interviews– use multiple sources (informants)use multiple sources (informants)– compare information from different sourcescompare information from different sources

• Recommended sources for interviews include:Recommended sources for interviews include:– teachersteachers– caregiverscaregivers– studentstudent– related service providers: O.T., P.T., speech/language related service providers: O.T., P.T., speech/language

therapist, psychologist, mental health workers, etc.therapist, psychologist, mental health workers, etc.

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Phase 2:Phase 2: Determining the Target Determining the Target BehaviorBehavior

• The next step is defining the target behavior.The next step is defining the target behavior.• DefiningDefining the target behavior provides a focus for collecting the target behavior provides a focus for collecting

datadata– sources of data are the archival records review and interviewssources of data are the archival records review and interviews

• The definition of a target behavior consists of:The definition of a target behavior consists of:– a general category of behavior a general category of behavior andand

– specific descriptorsspecific descriptors

• Inappropriate definitionsInappropriate definitions– A target behavior definition is inappropriate if:A target behavior definition is inappropriate if:

• it does it does notnot have a general description of the type of have a general description of the type of behaviorbehavior

• it does it does notnot follow the general behavior type with follow the general behavior type with specific descriptorsspecific descriptors

• it uses terms which are judgmental or terms that are not it uses terms which are judgmental or terms that are not observable and measurable (e.g., off-task)observable and measurable (e.g., off-task)

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Which Example Which Example Provides More Clarity?Provides More Clarity?

Example 1Example 1• Non-compliantNon-compliant

• DisruptiveDisruptive

• MoodyMoody

Example 2Example 2• Rips up her assignment and Rips up her assignment and

drops the pieces on the floordrops the pieces on the floor

• Makes short, guttural animal Makes short, guttural animal sounds whenever another sounds whenever another student raises his handstudent raises his hand

• Places head on his desk and Places head on his desk and refuses to move (ends when refuses to move (ends when student’s head is not student’s head is not touching the desk)touching the desk)

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• Appropriate definitions:Appropriate definitions:– Non-compliantNon-compliant: Rips up her assignment and drops the : Rips up her assignment and drops the

pieces on the floorpieces on the floor– Non-compliance:Non-compliance: refusal to work, failure to follow directions refusal to work, failure to follow directions– Disruptive:Disruptive: loud voice, singing, call outs loud voice, singing, call outs

– Disruptive:Disruptive: Makes short, guttural animal sounds whenever Makes short, guttural animal sounds whenever another student raises his handanother student raises his hand

– Verbal aggression:Verbal aggression: loud voice, insults to peers,cursing, loud voice, insults to peers,cursing, sexist &/or racist language/termssexist &/or racist language/terms

– Verbal and Physical aggression:Verbal and Physical aggression: loud voice, insults to loud voice, insults to teachers/peers, pushing, hitting, slappingteachers/peers, pushing, hitting, slapping

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Defining a Problem BehaviorDefining a Problem Behavior

• Avoid using a classification label (for Avoid using a classification label (for example, ADHD, autism, etc)example, ADHD, autism, etc)

• Describe exactly what the behavior Describe exactly what the behavior looks likelooks like

• Avoid using vague descriptions Avoid using vague descriptions ((temper temper tantrumstantrums mean different things to different people) mean different things to different people)

• Make sure the behavior is described in Make sure the behavior is described in such a way that it is such a way that it is observableobservable and and measurablemeasurable

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Phase 3:Phase 3: Direct ObservationDirect Observation• Before you begin direct observation:Before you begin direct observation:

– identify the target behavioridentify the target behavior– determine context in which the behavior is likely to occurdetermine context in which the behavior is likely to occur– be sure you have permission from the parent or legal be sure you have permission from the parent or legal

guardianguardian• Direct observation can help:Direct observation can help:

– refine the definition of the target behaviorrefine the definition of the target behavior– identify what the problem behavior looks likeidentify what the problem behavior looks like– further identify contexts for the behaviorfurther identify contexts for the behavior– identify connections between contexts and behavioridentify connections between contexts and behavior– identify what happens when a problem behavior occursidentify what happens when a problem behavior occurs– identify what happens right before a problem behavioridentify what happens right before a problem behavior– identify how people respond to problem behavioridentify how people respond to problem behavior– create a baseline that can be used later to evaluate the create a baseline that can be used later to evaluate the

effectiveness of a behavioral support planeffectiveness of a behavioral support plan– provide information that helps develop hypothesesprovide information that helps develop hypotheses

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• Three methods of direct observation Three methods of direct observation are:are: Scatter Plot AnalysisScatter Plot Analysis Antecedent - Behavior - Consequence Antecedent - Behavior - Consequence

(A-B-C) Assessment(A-B-C) Assessment Post-Hoc Incident ReportPost-Hoc Incident Report

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Scatter plotting:Scatter plotting:– estimates frequency of behaviors estimates frequency of behaviors

across school dayacross school day– identifies patterns of behavioridentifies patterns of behavior– areas of the Scatter Plot Formareas of the Scatter Plot Form

• student name and starting datestudent name and starting date• open, crossed, and filled boxesopen, crossed, and filled boxes

– open: no occurrenceopen: no occurrence– crossed: low frequencycrossed: low frequency– filled: high frequencyfilled: high frequency

• vertical axis (time of day in 30 min. vertical axis (time of day in 30 min. intervals)intervals)

• horizontal axis (days)horizontal axis (days)

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Antecedent - Behavior-Consequence Antecedent - Behavior-Consequence (A-B-C) Assessment(A-B-C) Assessment– A-B-C assessment allows us to draw connections A-B-C assessment allows us to draw connections

between what happens immediately before, during and between what happens immediately before, during and after student behaviors.after student behaviors.

– The observer must be present during the observation.The observer must be present during the observation.

– Observations should last from 15 to 40 minutes.Observations should last from 15 to 40 minutes.

– You should conduct You should conduct at leastat least 3 observations, preferably 3 observations, preferably in in at leastat least 2 different environments 2 different environments

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Phase 3Phase 3 (cont’d)(cont’d)• When you enter a teacher's classroom, be sure to:When you enter a teacher's classroom, be sure to:

– schedule the observation in advanceschedule the observation in advance– identify target studentidentify target student– check on planned activitiescheck on planned activities– be inconspicuousbe inconspicuous– avoid interacting with the studentsavoid interacting with the students– have teacher identify you as a classroom observerhave teacher identify you as a classroom observer– settle in before beginningsettle in before beginning

• Sections of the A-B-C FormSections of the A-B-C Form– The top of the form is for recording pre-observation The top of the form is for recording pre-observation

information.information.– The center section of the form is used for recording your The center section of the form is used for recording your

observation data.observation data.

• The key to making sense of ABC data is to identify The key to making sense of ABC data is to identify two types of behavioral chains:two types of behavioral chains:– behavioral chains that contain the target behaviorbehavioral chains that contain the target behavior– behavioral chains that do behavioral chains that do notnot contain the target behavior contain the target behavior

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Post-Hoc Incident ReportPost-Hoc Incident Report• The Post-Hoc Incident (PHI) Report is used to The Post-Hoc Incident (PHI) Report is used to

collect data when an observer is not in the collect data when an observer is not in the classroom.classroom.

• Teachers can communicate valuable data through Teachers can communicate valuable data through the PHI Report.the PHI Report.

• There are two types of PHI Report Formats:There are two types of PHI Report Formats:– Formal PHI ReportFormal PHI Report

• similar to the A-B-C assessmentsimilar to the A-B-C assessment• filled out as soon as possible after the incidentfilled out as soon as possible after the incident• breaks the behavior down into its componentsbreaks the behavior down into its components

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– Informal PHI ReportInformal PHI Report• the best option when teachers and staff do not the best option when teachers and staff do not

have experience with ABC assessmenthave experience with ABC assessment• fill out as soon as possible after the incident.fill out as soon as possible after the incident.• the user answers the questions at the top of the user answers the questions at the top of

each column.each column.• the information will be easier to interpret if you the information will be easier to interpret if you

also record it on the Formal PHI Report Format.also record it on the Formal PHI Report Format.

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Phase 4:Phase 4: Generate HypothesesGenerate Hypotheses

• An An hypothesishypothesis is a testable explanation of is a testable explanation of how antecedents and consequences affect how antecedents and consequences affect the behavior in question.the behavior in question.

• You will review the information you've You will review the information you've gathered from various resources including:gathered from various resources including:– archival recordsarchival records– interviewsinterviews– scatter plot analysisscatter plot analysis– A-B-C assessment A-B-C assessment – Post-Hoc Incident ReportsPost-Hoc Incident Reports

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Good hypothesis statements include the Good hypothesis statements include the following components:following components:

1.1. Setting EventSetting Event

2.2. AntecedentAntecedent

3.3. Problem BehaviorProblem Behavior

4.4. ConsequencesConsequences

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Setting EventsSetting Events

• Increases the likelihood that a student Increases the likelihood that a student will engage in problem behaviorwill engage in problem behavior

• Momentarily changes how a student Momentarily changes how a student responds to reinforcers and punishers responds to reinforcers and punishers in a student’s environmentin a student’s environment

• Can occur a long time before a problem Can occur a long time before a problem behavior or it may be an event that is behavior or it may be an event that is happening before and during a problem happening before and during a problem behaviorbehavior

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Setting Events Can BeSetting Events Can Be

• Environmental (noise levels, sitting Environmental (noise levels, sitting next to a peer, late to school)next to a peer, late to school)

• Social (fight during lunch, family crisis)Social (fight during lunch, family crisis)

• Physiological (sickness, allergies, Physiological (sickness, allergies, sleep deprivation)sleep deprivation)

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Antecedent Events (Triggers)Antecedent Events (Triggers)

• Immediately precedes a problem Immediately precedes a problem behaviorbehavior

• Can be related to time of day, people, Can be related to time of day, people, specific settings, the physical specific settings, the physical surrounding, or particular activitiessurrounding, or particular activities

• Common examples include verbal Common examples include verbal demands, specific assignments, certain demands, specific assignments, certain peers or individualspeers or individuals

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ConsequencesConsequences

• The stimulus that is presented contingent The stimulus that is presented contingent upon the occurrence of problem behaviorupon the occurrence of problem behavior

• Common consequences include teacher Common consequences include teacher attention, the removal of a difficult task, or attention, the removal of a difficult task, or the presentation of something the student the presentation of something the student wantswants

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Building a Hypothesis Building a Hypothesis

Setting EventAntecedent (Trigger)

Problem Behavior

Consequence

•Family crisis•Flu, allergies•Moving to a new grade/class•Noisy class room

•Demands•No attention•Specific class assignment•Specific people•Times of day

•Ripping up assignment•Making animal noises •Placing head on desk

•Escape from unpleasant task/people•Obtain attention•Obtain items or activities•Physiological influences

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Phase 5:Phase 5: Verifying HypothesesVerifying Hypotheses

• Only a verifiable hypothesis is useful in Only a verifiable hypothesis is useful in determining the function of the determining the function of the behavior.behavior.

• If our hypothesis is correct, we have If our hypothesis is correct, we have the right information to determine the the right information to determine the function of the behavior.function of the behavior.

• If our hypothesis in incorrect, we may If our hypothesis in incorrect, we may need to test an alternate hypothesis or need to test an alternate hypothesis or return to our data to create a new one.return to our data to create a new one.

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• Manipulating the predictor variablesManipulating the predictor variables– The The predictor variablepredictor variable refers to the refers to the

antecedents and/or consequences that antecedents and/or consequences that appear to predict the appearance of the appear to predict the appearance of the target behavior.target behavior.

– 2 rules to remember about manipulating 2 rules to remember about manipulating predictor variablespredictor variables• only withdraw the predictor variable if the only withdraw the predictor variable if the

behavior is dangerous.behavior is dangerous.• present and withdraw the predictor variable if present and withdraw the predictor variable if

the behavior is the behavior is notnot dangerous. dangerous.

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• Verifying the resultsVerifying the results– Did the behavior predictably increase or Did the behavior predictably increase or

decrease as you tested your hypothesis?decrease as you tested your hypothesis?– If yes, then you have correctly identified If yes, then you have correctly identified

the predictor variable for the target the predictor variable for the target behavior.behavior.

– If no, then you must go back and test If no, then you must go back and test another hypothesis.another hypothesis.

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Phase 6:Phase 6: Function of the Function of the BehaviorBehavior

• For the purposes of functional For the purposes of functional behavioral assessment in the majority behavioral assessment in the majority of situations/cases (of situations/cases (notnot all!), assume all!), assume that the behavior serves one of two that the behavior serves one of two functions:functions:

– to get something that is wantedto get something that is wanted

– to avoid something that is not wantedto avoid something that is not wanted

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Phase 6:Phase 6: (cont’d)(cont’d)

Determining The Purpose of BehaviorsDetermining The Purpose of Behaviors• The purpose of the behavior may be The purpose of the behavior may be ATTENTIONATTENTION if ... if ...

– It occurs when you are not paying attention to the child (e.g., you It occurs when you are not paying attention to the child (e.g., you are talking fo someone else in the room, talking on the phone).are talking fo someone else in the room, talking on the phone).

– It occurs when you stop paying attention to the child.It occurs when you stop paying attention to the child.

• The purpose of the behavior may be The purpose of the behavior may be ESCAPE/AVOIDANCEESCAPE/AVOIDANCE if ... if ...– It occurs when you ask the child to so something (e.g., household It occurs when you ask the child to so something (e.g., household

chore, getting ready for school, taking a bath) that he or she chore, getting ready for school, taking a bath) that he or she doesn't seem to like or want to do.doesn't seem to like or want to do.

– It stops after you stop “making demands.”It stops after you stop “making demands.”

• The purpose of the behavior may be The purpose of the behavior may be GETTING SOMETHINGGETTING SOMETHING if ... if ...– It occurs when you take away a favorite toy, food, or activity.It occurs when you take away a favorite toy, food, or activity.– It stops when ever you give the child a toy, food, or activity that he It stops when ever you give the child a toy, food, or activity that he

or she seems to like, or has recently requested.or she seems to like, or has recently requested.– It occurs when the child can't have a toy, food, or activity he or she It occurs when the child can't have a toy, food, or activity he or she

has requested.has requested.

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Phase 6:Phase 6: (cont’d)(cont’d)

Determining The Purpose of BehaviorsDetermining The Purpose of Behaviors• The purpose of the behavior may be The purpose of the behavior may be SELF-REGULATIONSELF-REGULATION if ... if ...

– It tends to be performed aver and over again in a rhythmic or It tends to be performed aver and over again in a rhythmic or cyclical manner.cyclical manner.

– It tends to happen when there is either alot going on in the area or It tends to happen when there is either alot going on in the area or very little (e.g., noise, movement, people, activity ...).very little (e.g., noise, movement, people, activity ...).

– The child can still do other things at the same time as he or she is The child can still do other things at the same time as he or she is performing the behavior.performing the behavior.

• The purpose of the behavior may be The purpose of the behavior may be PLAYPLAY if ... if ...– It occurs over and over again in a rhythmic or cyclical manner.It occurs over and over again in a rhythmic or cyclical manner.– It would occur repeatedly when no one else is around.It would occur repeatedly when no one else is around.– The child seems to enjoy performing the behavior (e.g., smiles, The child seems to enjoy performing the behavior (e.g., smiles,

laughs, ...).laughs, ...).– The child seems to be in his or her “own world” when performing The child seems to be in his or her “own world” when performing

the behavior & he or she can’t do other things at the same time.the behavior & he or she can’t do other things at the same time.

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Behavior Support/ Intervention Behavior Support/ Intervention PlansPlans

• O’Neill et al. (1997) outline four considerations in O’Neill et al. (1997) outline four considerations in developing effective BSPs or BIPsdeveloping effective BSPs or BIPs– BSPs describe OUR behaviorBSPs describe OUR behavior– BSPs should build from FBA resultsBSPs should build from FBA results

• Sugai & Palmer hold that an FBA is Sugai & Palmer hold that an FBA is incompleteincomplete without a without a BSP/BIPBSP/BIP

– BSPs should be technically sound; they should:BSPs should be technically sound; they should:• Make problem behaviors irrelevantMake problem behaviors irrelevant

• Make problem behaviors inefficientMake problem behaviors inefficient

• Make problem behaviors ineffectiveMake problem behaviors ineffective

– BSPs should fit the setting where they will be BSPs should fit the setting where they will be implementedimplemented

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BSPs BSPs (cont’d)(cont’d)

• Based on the FBA results, prepare a competing behavior Based on the FBA results, prepare a competing behavior modelmodel– view examplesview examples

• Step 1:Step 1: Diagram the FBA summary statements Diagram the FBA summary statements

• Step 2:Step 2: Define alternative behaviors & the contingencies Define alternative behaviors & the contingencies associated with those behaviorsassociated with those behaviors

• Step 3:Step 3: Select intervention procedures/strategies for: Select intervention procedures/strategies for:– setting eventssetting events– predictors/antecedentspredictors/antecedents– consequencesconsequences– teaching desired behaviorsteaching desired behaviors

• Step 4:Step 4: Outline the routines to be established Outline the routines to be established

• Step 5:Step 5: Outline the methods to monitor & evaluate the Outline the methods to monitor & evaluate the effectiveness of planned interventionseffectiveness of planned interventions

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Identify the Routines, Settings and People Associated with Identify the Routines, Settings and People Associated with the Occurrence and Nonoccurrence of Problem Behaviorthe Occurrence and Nonoccurrence of Problem Behavior

Problem Behavior is Most Problem Behavior is Most Likely …Likely …

• First hour classFirst hour class• TransitionsTransitions• Sitting next to his friend Sitting next to his friend

JohnJohn• Multiplication and division Multiplication and division

problemsproblems

Problem Behavior is Less Problem Behavior is Less Likely …Likely …

• CafeteriaCafeteria• Small group settingsSmall group settings• Receiving high levels of Receiving high levels of

attentionattention• Addition and subtraction Addition and subtraction

problemsproblems

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Gather Information to Redesign the Gather Information to Redesign the EnvironmentEnvironment

Identify the elements that are Identify the elements that are related to student success and related to student success and systematically build them into systematically build them into problematic settingsproblematic settings– e.g., change worksheets so that they mix addition e.g., change worksheets so that they mix addition

and subtraction problems with multiplication and and subtraction problems with multiplication and division, and include small work groups in math)division, and include small work groups in math)

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Functional Behavior AssessmentFunctional Behavior Assessment

• Identify why the student engages in Identify why the student engages in problem behaviorproblem behavior

• Use this information to replace problem Use this information to replace problem behavior with desirable behavior and behavior with desirable behavior and redesign the environment to prevent redesign the environment to prevent problem behaviorproblem behavior

• Link all interventions directly to Link all interventions directly to information gathered in the functional information gathered in the functional assessmentassessment

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Common Functions Common Functions MaintainingMaintaining Problem Behavior Problem Behavior

• To escape from tasks, people, To escape from tasks, people, situations, or internal sensationssituations, or internal sensations

• To obtain attention from teachers, To obtain attention from teachers, peers, or other individualspeers, or other individuals

• To obtain access to preferred items or To obtain access to preferred items or events events

• To either escape or obtain internal To either escape or obtain internal sensations due to physiological eventssensations due to physiological events

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Conducting a Functional AssessmentConducting a Functional Assessment

• A functional assessment is not a A functional assessment is not a standardized processstandardized process

• The size and complexity of a functional The size and complexity of a functional assessment varies based on each assessment varies based on each student and the intensity of a problem student and the intensity of a problem behaviorbehavior

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Considerations Regarding TimeConsiderations Regarding Time

• A common concern is the time it takes A common concern is the time it takes to complete a to complete a functional assessmentfunctional assessment and and behavior support planbehavior support plan. .

• Devoting time to assess, problem Devoting time to assess, problem solve, and implement PBS strategies solve, and implement PBS strategies can decrease the amount of time you can decrease the amount of time you spend later responding to a student’s spend later responding to a student’s problem behaviorproblem behavior

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Outcomes of a Functional AssessmentOutcomes of a Functional Assessment

1.1. Provide a clear description of the problem Provide a clear description of the problem behaviorbehavior

2.2. Identify the events, times, and situations Identify the events, times, and situations that predict when problem behaviors both that predict when problem behaviors both occur and do not occuroccur and do not occur

3.3. Identify the consequences that maintain a Identify the consequences that maintain a problem behaviorproblem behavior

4.4. Develop a hypothesis about the function a Develop a hypothesis about the function a problem behavior servesproblem behavior serves

5.5. Confirm the hypothesis using direct Confirm the hypothesis using direct observationobservation

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Logically Linking the Functional Assessment to PBS Logically Linking the Functional Assessment to PBS Planning Planning

(Adapted from O’Neill, et al., 1997)(Adapted from O’Neill, et al., 1997)

Setting Event Antecedent (Trigger)

Problem Behavior

Consequence

Allergy problemPoor night’s sleep

Asked to read aloud Throws book Escape from difficult task

Setting EventInterventions

Antecedent Interventions

Teach New Skills

ConsequenceInterventions

• Early identification of allergy symptoms• System for parents to notify first hour teacher when student sleeps poorly•Temporarily change or reduce expectations on S.E. days

• Modify reading curriculum to compensate for current reading level• Give student choice of what to read

•Teach student to request an alternative assignment

• Do not allow student to escape from activity unless he has become a danger to self or others• Reward student participation

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Brainstorming SessionBrainstorming Session

• Start with the hypothesis statement in Start with the hypothesis statement in four boxesfour boxes

• Engage team in a brainstorming Engage team in a brainstorming session to identify a number of session to identify a number of strategies in each category strategies in each category

• Later, choose from the brainstorming Later, choose from the brainstorming list the interventions that best reflect list the interventions that best reflect the team’s values, resources, and the team’s values, resources, and preferencespreferences

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Examples of Setting Event InterventionsExamples of Setting Event Interventions

• Minimize or eliminate the setting eventMinimize or eliminate the setting event• Design interventions that are implemented when Design interventions that are implemented when

setting events occursetting events occur

--Neutralize the setting event--Neutralize the setting event

--Withhold or eliminate the antecedent--Withhold or eliminate the antecedent

--Add more prompts for desirable behavior--Add more prompts for desirable behavior

--Increase the value of reinforcement for desirable --Increase the value of reinforcement for desirable behaviorbehavior

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Examples of Antecedent InterventionsExamples of Antecedent Interventions

• Modifying the curricular activities associated Modifying the curricular activities associated with problem behaviorwith problem behavior

• Modifying how the activities are presentedModifying how the activities are presented

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Antecedent InterventionsAntecedent Interventions

Modifying the CurriculumModifying the Curriculum• Identify student preferences and incorporate these variables into the Identify student preferences and incorporate these variables into the

tasktask• Alter the task to ensure the task has a functional outcomeAlter the task to ensure the task has a functional outcome• Change the level of task difficultyChange the level of task difficulty• Prevent student error by altering characteristics of the taskPrevent student error by altering characteristics of the task• Alter the way in which an academic task is accomplishedAlter the way in which an academic task is accomplished

Modifying the PresentationModifying the Presentation• Provide opportunities for choice makingProvide opportunities for choice making• Include activities that the student has already learnedInclude activities that the student has already learned• Intersperse requests to complete a difficult task with easy or preferred Intersperse requests to complete a difficult task with easy or preferred

taskstasks• Include clear visual cuesInclude clear visual cues• Provide frequent breaks on difficult tasksProvide frequent breaks on difficult tasks• Change the pace of the activityChange the pace of the activity• Enhance predictability of upcoming eventsEnhance predictability of upcoming events

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Teaching New SkillsTeaching New Skills

• Identify a desirable behavior that will serve Identify a desirable behavior that will serve the same function as the problem behaviorthe same function as the problem behavior

• This new behavior must be more efficient This new behavior must be more efficient when compared to the problem behaviorwhen compared to the problem behavior

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Teaching New SkillsTeaching New Skills

• Teach the student to request a breakTeach the student to request a break• Teach the student a self-management Teach the student a self-management

strategy strategy (how to monitor her own behavior and (how to monitor her own behavior and seek out reinforcement independently in a positive seek out reinforcement independently in a positive manner)manner)

• Teach the student an equivalent social Teach the student an equivalent social skill skill (relaxation, anger management)(relaxation, anger management)

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Examples of Common Efficiency IssuesExamples of Common Efficiency Issues

• A student has been taught to raise his hand A student has been taught to raise his hand when he needs support on a difficult task when he needs support on a difficult task instead of screaming for the teacher. instead of screaming for the teacher.

• The teacher responds to the student’s The teacher responds to the student’s appropriate hand raising by saying “I’ll be appropriate hand raising by saying “I’ll be there in a minute”there in a minute”

• For a moment, the student considers which For a moment, the student considers which response is more efficient, then begins response is more efficient, then begins screamingscreaming

• The teacher responds immediately to the The teacher responds immediately to the screaming and says “I told you to raise your screaming and says “I told you to raise your hand when you need help”hand when you need help”

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Consequence InterventionsConsequence Interventions

• Are important when teaching new skills (the Are important when teaching new skills (the goal is to make the problem behavior goal is to make the problem behavior inefficient compared to new behaviors)inefficient compared to new behaviors)

• Extinction: involves withdrawing or Extinction: involves withdrawing or terminating reinforcement that maintains terminating reinforcement that maintains problem behaviorproblem behavior

• Includes strategies like ignoring problem Includes strategies like ignoring problem behaviorbehavior

• Withdrawing or terminating reinforcement Withdrawing or terminating reinforcement can result in an “extinction burst” (problem can result in an “extinction burst” (problem behavior may increase temporarily before behavior may increase temporarily before decreasing)decreasing)

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Examples of Consequence InterventionsExamples of Consequence Interventions

• Intervene early before problem Intervene early before problem behaviors increase in intensity behaviors increase in intensity (we often (we often ignore early signs that are not as problematic and ignore early signs that are not as problematic and respond to serious problems)respond to serious problems)

• Redirect student early in the chain of Redirect student early in the chain of problem behaviorsproblem behaviors

• Avoid engaging in coercive interactionsAvoid engaging in coercive interactions

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Coercive Interaction PatternCoercive Interaction Pattern

• Coercive interactions develop between two people Coercive interactions develop between two people when one person engages in a negative behavior to when one person engages in a negative behavior to achieve a social outcomeachieve a social outcome

• The other person responds in an equally negative The other person responds in an equally negative fashionfashion

• The initiator of this exchange increases the intensity The initiator of this exchange increases the intensity of the negative behavior and the ongoing exchange of the negative behavior and the ongoing exchange continues until one of them gives upcontinues until one of them gives up

• The student often “wins” because the adult is more The student often “wins” because the adult is more likely to stop first given the social consequenceslikely to stop first given the social consequences

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Consequence InterventionsConsequence Interventions

• Are aimed at decreasing these coercive Are aimed at decreasing these coercive interaction patternsinteraction patterns--Avoid antecedents that trigger problem --Avoid antecedents that trigger problem

behaviorbehavior

--Introduce positive interaction patterns --Introduce positive interaction patterns using positive reinforcementusing positive reinforcement

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Building a Positive Interaction PatternBuilding a Positive Interaction Pattern

• Provide “noncontingent reinforcement”Provide “noncontingent reinforcement”(deliver the same reinforcers maintaining a student’s problem (deliver the same reinforcers maintaining a student’s problem behavior on a time-based schedule regardless of what she is behavior on a time-based schedule regardless of what she is doing at the time (do not reinforce problem behavior, however)doing at the time (do not reinforce problem behavior, however)

• Provide 4 positive statements for every Provide 4 positive statements for every demand or requestdemand or request

• Deliver reinforcement to students Deliver reinforcement to students immediately when you observe them immediately when you observe them engaging in positive social behaviorsengaging in positive social behaviors

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An Introduction to Building PBS PlansAn Introduction to Building PBS Plans

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Building a PBS PlanBuilding a PBS Plan

• PBS plans are logically linked to the PBS plans are logically linked to the function maintaining problem behaviorfunction maintaining problem behavior

• Are designed by the people who will be Are designed by the people who will be implementing the plan and should implementing the plan and should reflect their values, skills, and the reflect their values, skills, and the resources availableresources available

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Effective PBS PlansEffective PBS Plans

• Identifies the full set of problem Identifies the full set of problem behaviorsbehaviors

• Documents the escalating pattern of Documents the escalating pattern of problem behavior from lowest to problem behavior from lowest to highest intensityhighest intensity

• Lists all behaviors and indicates which Lists all behaviors and indicates which behaviors are maintained by the same behaviors are maintained by the same functionfunction

• Are implemented across all relevant Are implemented across all relevant settings and timessettings and times

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Effective PBS PlansEffective PBS Plans

• Focus on specific contexts in which Focus on specific contexts in which problem behaviors occurproblem behaviors occur

• Are variable in size and complexityAre variable in size and complexity

• Include multiple intervention strategiesInclude multiple intervention strategies

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Features of a Written PBS PlanFeatures of a Written PBS Plan

• Identifying information, reasons for the Identifying information, reasons for the plan, student’s positive characteristicsplan, student’s positive characteristics

• Description of the problem behavior(s)Description of the problem behavior(s)

• Summary of the hypothesis statementSummary of the hypothesis statement

• General description of interventions General description of interventions and specific strategies in more detailand specific strategies in more detail

• Crisis prevention plan (as necessary)Crisis prevention plan (as necessary)

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Implementing a PBS PlanImplementing a PBS Plan

• Provides a timeline for implementing Provides a timeline for implementing each interventioneach intervention

• Documents the agreed upon dates for Documents the agreed upon dates for meetingsmeetings

• Identifies the individuals responsible Identifies the individuals responsible for implementing each interventionfor implementing each intervention

• Spreads responsibilities among team Spreads responsibilities among team membersmembers

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Implementation Plan ExampleImplementation Plan Example

ActivityActivity Person ResponsiblePerson Responsible Date of CompletionDate of Completion

Functional AssessmentFunctional Assessment

InterviewsInterviews R. FreemanR. Freeman 11/14/00-11/2711/14/00-11/27

Direct ObservationsDirect Observations T. DolbyT. Dolby 11/15/0011/15/00

R. FreemanR. Freeman 11/16/00-11/16/00-11/17/0011/17/00

Summary of ReportSummary of Report R. FreemanR. Freeman 12/2/0012/2/00

Brainstorming SessionBrainstorming Session All Team membersAll Team members 12/3/0012/3/00

PBS Plan DevelopmentPBS Plan Development

Develop materialsDevelop materials B. SmithB. Smith 12/11/0012/11/00

Schedule mentor sessionsSchedule mentor sessions M. BrownM. Brown 12/11/0012/11/00

Secure extra teaching assistantSecure extra teaching assistant L. KinleyL. Kinley 12/14/0112/14/01

Write scripts and lesson plansWrite scripts and lesson plans R. FreemanR. Freeman 12/15/0012/15/00

Evaluation PlanEvaluation Plan

Meetings for review of dataMeetings for review of data All team membersAll team members 1/14/011/14/01

Collectors of data Collectors of data B. Smith B. Smith OngoingOngoing

Summarize data for meetingsSummarize data for meetings R. FreemanR. Freeman OngoingOngoing

(Adapted from Horner, Albin, Sprague, & Todd, 2000)(Adapted from Horner, Albin, Sprague, & Todd, 2000)

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Evaluating a PBS PlanEvaluating a PBS Plan

A PBS plan should result in…A PBS plan should result in…

• Decreases in problem behaviorDecreases in problem behavior

• Increases in academic and social skillsIncreases in academic and social skills

• Positive lifestyle changesPositive lifestyle changes

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Examples of Evaluation MeasuresExamples of Evaluation Measures

• Compare the frequency of problematic and Compare the frequency of problematic and appropriate behavior to the data collected appropriate behavior to the data collected during the functional assessmentduring the functional assessment

• Assess whether the student’s academic Assess whether the student’s academic skills have increasedskills have increased

• Collect information related to the number of Collect information related to the number of positive interactions that occur during classpositive interactions that occur during class

• Document changes in the students quality of Document changes in the students quality of life life (access to new resources, new friendships)(access to new resources, new friendships)

• Create a survey that assesses level of Create a survey that assesses level of satisfaction with the PBS plansatisfaction with the PBS plan

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For More Information on PBS For More Information on PBS

• Visit our website: Visit our website: http://www.http://www.pbispbis.org/.org/• Preview one of our professional Preview one of our professional

development resources: development resources: http://www.http://www.onlineacademyonlineacademy.org/.org/

• Look for information related to the Look for information related to the Journal of Positive Behavior Journal of Positive Behavior Interventions: Interventions: http://www.education.http://www.education.ucsbucsb..eduedu/~autism//~autism/JPBIhtmlJPBIhtml

http://www.pbis.org/



http://www.onlineacademy.org/



http://www.education.ucsb.edu/~autism/JPBIhtml






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