Addressing Challenging Student Behavior: Functional Behavioral Assessment & Behavior Interventions &...

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Addressing Challenging Student Behavior: Functional Behavioral Assessment & Behavior Interventions & Supports

Transcript of Addressing Challenging Student Behavior: Functional Behavioral Assessment & Behavior Interventions &...

Addressing Challenging Student Behavior:

Functional Behavioral Assessment&

Behavior Interventions & Supports

Functional Behavior Assessment (FBA)

The process of gathering information about how and when specific behaviors occur for a child to help determine the reasons for the behavior and subsequently provides information that leads to interventions and supports

The assumption is that by understanding the relationships we can develop behavior support plans that (a) will be more effective, (b) will be more efficient, and (c) will produce broader change in the individual with problem behaviors.

Rationale for Functional Behavioral

Assessment

The majority of student behavior is purposeful.

Behavior (appropriate and inappropriate) is related to the context(s) in which it occurs.

Behavior is influenced by past-to-present events.

It serves a predictive function.

When do we do this….Best PRACTICES!

Advantages of FBAIncreases understanding of the causes of

behavior;

Facilitates hypothesis-driven treatment;

Emphasizes skill building--not punishment

Increases chance of positive student outcomes

Factors to Consider Before Initiating an FBA

1. Amount of time teacher is engaged in direct instruction.

2. Amount of time student of concern is actively engaged in instruction.

3. The number of student opportunities and percentage of correct responses to instruction.

4. The quantity and quality of positive feedback given to the student.

ERASE

Principles That Guide FBAWe can’t fix it until we know why it’s broken.

One size does not fit all.

No one gives up something for nothing.

So What Test

If your feeling about the behavior is “so

what,” then it may not warrant an FBA; other

behavior may take priority.

ABC’s of Understanding Chronic Behavior Patterns

What happens before (A or antecedent) the behavior occurs?

What is the behavior (B)?

What happens after (C or consequence) the behavior occurs?

A B C

FBA Terminology

A B CAntecedents Behavior Consequences

Setting Events

Immediate

Slow Triggers

Fast Triggersor

or

Environmental factors that influence behavior, not immediate

Occur immediately before a behavior

Problem Behavior

Appropriate Behavior

Goal:

Decrease

Goal:

Acquire skill & Increase

(Outcome/Function)

Access Avoid/Escape

Power/control

Attention

Acceptance

Affiliation

Gratification

Justice/revenge

Protection

Etc.

Tasks

Consequences

Individuals

Stress/anxiety

Activities

Symptoms

Etc.

Reinforcement

Punishment

Learning & ABCA B C

In reading class, student is asked to read the word aloud on the board

student tries, but reads slowly, struggles, and gets the word wrong

peers laugh at the student and one students says, “That word is so easy”

NEXT DAY….What did the student learn?

Student is asked to read the word aloud on the board

What happens today???

Reinforcing Consequence

AB C

If the consequence is rewarding/desired, the student learns the behavior is functional for

getting what they want

Behavior Increases in the Future

Rewarding or Desired Consequence

Learning & ABC

A B CWhen ‘unlucky girl’ comes to table with ‘cool’ peers and student wants attention

student makes fun of ‘unlucky girl’

peers will laugh and student gets desired attention

NEXT DAY….What did the student learn?

When ‘unlucky girl’ comes to table with ‘cool’ peers and student wants attention

What happens today???

Behavior was rewarded – more likely to occur in future

Learning & ABC

A B CWhen sitting at the lunch table with group of ‘cool’ peers

Student tries to get their attention appropriately by offering to share

peers ignore student and don’t respond – student does not get desired attention

NEXT DAY….What did the student learn?

When sitting at the lunch table with group of ‘cool’ peers

What happens today???

Behavior is punished – less likely to occur in future

Focus on what we can Change

We cannot prescribe medication

We cannot change the students previous experiences

We often cannot change the parenting practices in the home

We cannot always just “add an assistant”

We cannot just change placement

Some venting is good, but too often it takes over leading to less productive meetings, instruction & supports for students

There is a LOT we can do in the classroom to change student problem behavior

This starts with student learning and

structuring the environment……

ERASE PromptERASE is an acronym for Explain, Reason,

Appropriate, Support, and Evaluate

Develop a prompt sheet to be duplicated and distributed to every teacher

Provides generic set of questions to be considered by referring staff or by others on the FBA team prior to attending IEP meeting

E…EXPLAINWhat is the problem?

Create an operational definition of behavior

Describe why is it a problem

Determine whether he/she engage can in appropriate behavior

List what have you already tried?

R...REASONWhat is he/she getting out of or

getting away from?

Determine what times, locations, contexts, conditions, etc. tend to predict or precede: problem behavior appropriate behavior

Determine what types of events tend to follow behavior? peers, instruction, consequences, etc. after problem behavior

after appropriate behavior

Make a guess at the function – why do you think he/she is doing this? access to . . . (persons, objects, attention, etc.) escape or avoid . . . (persons, activities, attention, etc.)

A…APPROPRIATEWhat do you want him/her

to do instead?

Determine what times, locations, contexts, conditions, etc. tend to predict or precede: fair pair – incompatible with problem (can’t do at

same time) functional – meets the same function as problem

behavior

S…SUPPORTHow can you help this happen more often?

Determine how the replacement behavior and intervention plan will be taught Rules (what it is and -- when, where, how, and why to use behavior) Examples (modeling and use of naturally occurring examples) Practice (opportunities to practice with teacher feedback)

Consider realistic routines and physical arrangements that could be implemented to facilitate student success (avoid predictable failure and create success opportunities) prompts and reminders supervise avoid spoilers

Determine appropriate consequences for replacement and problem behaviors – and consider what is realistic for you to do reinforcement (matches function) correction (how might this happen?) negative consequences (matches function) natural (try to keep it as realistic as possible)

E…EVALUATEHow will you know if it works?

Consider realistic strategies for measuring behavior keep it simple consider times and conditions where

measurement would be particularly meaningful and realistic

Consider what your measure will look like when the behavior is no longer a problem measurable behavior by what time should this happen?

Our failure often rests with the fact that we do

not ask the next question…why?

Einstein

Remember:Fair pair rule

The fair pair rule states that for every behavior targeted for reduction, there should be a corresponding behavior targeted for positive reinforcement.

You can not take a tool away without giving one back that fulfills the same need or function.

Four Considerations for Building Behavior Support Plans

1. Indicate how staff, family, or support personnel will change and not just focus on how the person of concern will change

2. Plan should be directly based on the functional assessment information

3. Plan should be technically sound Consistent with principles of behavior analysis

4. Plan should be a good fit with the values, resources, and skills of the people responsible for implementation

Behavior Support Plans Should Fit the Setting

Fit the natural routines of the setting

Be consistent with the “values” of the people in the setting (they need to indicate a willingness to perform the procedures)

Be efficient in terms of time, money, and resources

Be matched to the skills of the people who carry out the procedures

Produce reinforcing (not punishing) short-term results

Behavior Plans Include Positive Strategies

Program or Curricular Modifications

Supplementary aids and Supports to address disruptive behaviors in question

~ Use the data collected to determine the

discrepancy between the student’s actual and expected behavior

Behavior Plans Include (cont’d)

Emphasize SKILL building

Interventions based on teaching…not control Plans based on control fail to generalizeSuppressing behaviors results in the student

manifesting behaviors in an alternative and inappropriate manner

When a student struggles academically, we look for

instructional solutions. We should take the same approach for behavior

problems.

Prioritize the Behaviors to Target

Destructive or Potentially dangerousE.g. head banging, hitting or biting

Interfere with learningE.g. out of seat, talking out, or noncompliance

Sets the child apart sociallyE.g. picking nose, obsession on topics, hygiene

The best way to address undesirable behavior…

…is to prevent it from

happening in the first place!

SUMMARY:Designing Behavior Plans

Manipulate the antecedents and/or consequences of the behavior

Teach more acceptable replacement behaviors that serve the same function as the inappropriate behavior

Implement changes in curriculum and instructional strategies

Modify the physical environment

Monitor the Faithfulness of Implementation of the Plan

Maintaining the integrity of the plan in ESSENTIAL! Must reach agreement to consistently apply all aspects

Identify any training and resources needed to implement plan.

Develop an action plan that includes specific objectives/ activities, persons responsible, and time lines.

Monitor implementation to insure accuracy and consistency (e.g., scripts, checklists, narrative reports).

Evaluate Effectiveness of the Behavior Intervention Plan

Objective information on intervention plan/support includes:- decrease in problem behavior;

- increase in replacement behaviors;

- achievement of broader goals; and,

- durability of behavior change across

time and settings.

Reasons to Modify a Plan The student has reached his/her behavioral goals &

objectives.

There is a change in student placement.

The original intervention plan is not producing positive changes.

ONLINE RESOURCEShttp://instech.tusd.k12.az.us/Core/Behavioral_Go

als.doc

INTERVENTIONS ON-LINE!!

http://www.interventioncentral.org/index.php#ideas