User Friendly Functional User Friendly Functional Assessment Assessment

&& Behavioral Intervention Behavioral Intervention

PlansPlansPresented by: Presented by:

Steven Vitto Steven Vitto

Behavioral ConsultantBehavioral Consultant

MAISDMAISD

October.2002October.2002

User Friendly Functional Assessments & Behavioral

Intervention PlansPRESENTED BY SUSAN MACK & STEVE VITTOPRESENTED BY SUSAN MACK & STEVE VITTO

 

TODAYS AGENDA

• 8:30-9:00 INTRODUCTION8:30-9:00 INTRODUCTION

IDEA AND DISCIPLINEIDEA AND DISCIPLINE

•  9:00-9:30 FUNCTIONAL ASSESSMENT9:00-9:30 FUNCTIONAL ASSESSMENT

COMPONENTS OF ASSESSMENTCOMPONENTS OF ASSESSMENT

• 9:30-10:15 ISD FUNCTIONAL ASSESSMENT 9:30-10:15 ISD FUNCTIONAL ASSESSMENT

PROTOCOL PROTOCOL

BREAKBREAK

• 10:30-11:30 WRITING BEHAVIOR INTERVENTION 10:30-11:30 WRITING BEHAVIOR INTERVENTION

PLANSPLANS

ISD BIP PRTOCOLISD BIP PRTOCOL

•  11:30-12:00 POSITIVE BEHAVIORAL SUPPORTS11:30-12:00 POSITIVE BEHAVIORAL SUPPORTS

IDEA 97 PARAMETERS REGARDINGIDEA 97 PARAMETERS REGARDING FUNCTIONAL ASSESSMENTS (FBA’s)FUNCTIONAL ASSESSMENTS (FBA’s)

& BEHAVIORAL INTERVENTION& BEHAVIORAL INTERVENTION PLANS (BIPS)PLANS (BIPS)

•Prior to a general change in placementPrior to a general change in placement

•Change of placement-Drugs or WeaponsChange of placement-Drugs or Weapons

•Change of Placement-Dangerous BehaviorChange of Placement-Dangerous Behavior

•Child is eligible for special education services or is Child is eligible for special education services or is suspected of having a handicapsuspected of having a handicap

•Prior to10 days of suspension for related behaviors Prior to10 days of suspension for related behaviors representing a pattern of exclusionrepresenting a pattern of exclusion

•BIPs and FBAPs should become part of the BIPs and FBAPs should become part of the student’s IEP recordsstudent’s IEP records

What is a Functional What is a Functional Assessment?Assessment?

The term functional assessment comes The term functional assessment comes from what is called a “ functional from what is called a “ functional assessment” or “functional analysis” in assessment” or “functional analysis” in the field of applied behavioral analysis. the field of applied behavioral analysis.

This investigation has the goal of This investigation has the goal of determining the cause or function of determining the cause or function of the behavior of concern prior to the behavior of concern prior to developing an intervention. developing an intervention.

The determination of the assessment is The determination of the assessment is a hypothesis.a hypothesis.

What are the steps in a What are the steps in a Functional Assessment?Functional Assessment?

1. Verify the seriousness of the problem.1. Verify the seriousness of the problem. 2. Define the problem in concrete 2. Define the problem in concrete

terms.terms. 3. Collect Data on possible causes of the 3. Collect Data on possible causes of the

behavior problem.behavior problem. 4. Analyze the data.4. Analyze the data. 5. Formulate a hypothesis.5. Formulate a hypothesis.

Assessment ToolsAssessment Tools The Motivational Assessment ScaleThe Motivational Assessment Scale Functional Assessment Interview (Durand)Functional Assessment Interview (Durand) Behavioral Rating Scales (Conner)Behavioral Rating Scales (Conner) M.A.I.S.D. Functional Assessment ProtocolM.A.I.S.D. Functional Assessment Protocol Antecedent Behavior Consequence (ABC)Antecedent Behavior Consequence (ABC) Scatterplot AnalysisScatterplot Analysis Self or Team generated questionairesSelf or Team generated questionaires Direct and Systematic View of the Person’s Direct and Systematic View of the Person’s

BehaviorBehavior Functional Analysis- manipulating different Functional Analysis- manipulating different

environmental events to see how behavior changesenvironmental events to see how behavior changes

Components of Functional Components of Functional AssessmentAssessment

Descriptive AnalysisDescriptive Analysis Functional AnalysisFunctional Analysis Ecological or Environmental AnalysisEcological or Environmental Analysis Life Style AssessmentLife Style Assessment Functional AssessmentFunctional Assessment Parent, Student, and Staff InterviewsParent, Student, and Staff Interviews File ReviewsFile Reviews

What is a BIP?What is a BIP?(Behavioral Intervention (Behavioral Intervention

Plan)Plan) A comprehensive BIP may:A comprehensive BIP may: 1. Change variables that proceed the behavior1. Change variables that proceed the behavior 2. Teach alternative forms of appropriate 2. Teach alternative forms of appropriate

behaviorbehavior 3. Provide reinforcement for appropriate 3. Provide reinforcement for appropriate

behavior.behavior.

BIPsBIPs tied to FBA’s are child-, tied to FBA’s are child-,

behavior-, and setting specific behavior-, and setting specific (Iwata,Volmer, & Zarcone)(Iwata,Volmer, & Zarcone)

A “good” behavior program A “good” behavior program should:should:

Determine the function of the undesired behavior.Determine the function of the undesired behavior. Determine an Appropriate Replacement Behavior.Determine an Appropriate Replacement Behavior. Determine when the replacement behavior should Determine when the replacement behavior should

occur.occur. Design a teaching sequence.Design a teaching sequence. Manipulate the environment to increase the Manipulate the environment to increase the

probability of success.probability of success. Manipulate the environment to decrease the Manipulate the environment to decrease the

probability of failure.probability of failure. Determine how positive behavior will be reinforced.Determine how positive behavior will be reinforced. Determine consequences for instances of problem Determine consequences for instances of problem

behavior.behavior. Develop a data collection system.Develop a data collection system. Develop behavioral goals and objectives.Develop behavioral goals and objectives.

Formal BIPs Formal BIPs Recommended In Recommended In

Following CircumstancesFollowing Circumstances:: is a danger to self and/or othersis a danger to self and/or others causes significant disruption to their own or other’s causes significant disruption to their own or other’s

learninglearning behavior suggests the need for a change in behavior suggests the need for a change in

placementplacement behavior that results in exclusion before 10 days of behavior that results in exclusion before 10 days of

suspensionsuspension behavior that necessitates staff putting their hands behavior that necessitates staff putting their hands

on the student or mechanical restraintson the student or mechanical restraints there is animosity between school and parents there is animosity between school and parents

regarding behaviorregarding behavior team member (teacher, principal or administrator) is team member (teacher, principal or administrator) is

not being therapeutic with the studentnot being therapeutic with the student

Functional Assessment

Description of Behavior – Frequency– Duration– Intensity

Situational Variables and Environmental Issues

Needs Met by the Behavior

Student Strengths, Skills and Difficulties

Greatest Attributes Helpful Qualities Times When Behavior Does Not

Occur or Occurs Less Frequently Student’s Preferred Activities

Focus on Appropriate or Inappropriate Behavior?

What is a Behavior Problem?

Interferes with learningInterferes with learning Interferes with teachingInterferes with teaching Has the potential to cause harm to Has the potential to cause harm to

self, others, animals, or propertyself, others, animals, or property Is the most efficient way that the Is the most efficient way that the

child knows to meet a particular child knows to meet a particular needneed

Behaviors of Concern

Define using Concrete TermsDefine using Concrete Terms Simple to Measure and RecordSimple to Measure and Record Objective WordingObjective Wording How Often – ex-20 times a day, How Often – ex-20 times a day,

5-6 times a day5-6 times a day Duration – Momentary, 20-30 Duration – Momentary, 20-30

Seconds, 5-10 minutesSeconds, 5-10 minutes

Duration

Mild – not substantially interfering, but Mild – not substantially interfering, but socially stigmatizing or irritating. socially stigmatizing or irritating. Somewhat typical, but problematicSomewhat typical, but problematic

Moderate – interfering with own learning Moderate – interfering with own learning or that of others. Unusual behavior for or that of others. Unusual behavior for age and disabilityage and disability

Severe – Totally interfering and/or a Severe – Totally interfering and/or a danger to self or others,danger to self or others,

Environmental Considerations

What triggers or causes the What triggers or causes the behavior?behavior?– Being ignoredBeing ignored– TransitionsTransitions– Auditory or Visual overstimulationAuditory or Visual overstimulation– Frustration with taskFrustration with task– CyclicalCyclical

Settings/SituationsSettings/Situations

Provide information regarding specific Provide information regarding specific people, classes, activities effects on the people, classes, activities effects on the student and their behavior and look for student and their behavior and look for connections between themconnections between them

Do not use specific namesDo not use specific names Describe personality characteristicsDescribe personality characteristics Some sections may not need to be Some sections may not need to be

addressedaddressed

Child’s Exposure to and Child’s Exposure to and Understanding of Rules Understanding of Rules Governing the BehaviorGoverning the Behavior

Opportunity to insure that student Opportunity to insure that student knows what is going to happen knows what is going to happen when they engage in the behaviorwhen they engage in the behavior

Provide documentation when Provide documentation when availableavailable

Check the appropriate boxesCheck the appropriate boxes

Can the Child Control the Behavior?

Does the behavior occur in spite of established consequences?

Does the behavior occur during cognitive demands?

Does the behavior occur in a cyclical fashion or follow a predictable pattern?

Does the behavior occur in the presence of anyone?

Can potential reinforcers inhibit the behavior?

Does inhibiting the behavior cause anxiety?

Previous Interventions and Supports

Check the various interventions Check the various interventions that have been used with the that have been used with the student in the past and indicate student in the past and indicate the frequency of use as well as the frequency of use as well as when the intervention was usedwhen the intervention was used

Previous Consequences and Disciplinary Measures

Check the types of consequences Check the types of consequences the student received when this the student received when this behavior occurred in the pastbehavior occurred in the past

What was effective?What was effective? Does the student have control?Does the student have control? Students need to know what will Students need to know what will

happen to themhappen to them

Needs

Attention Escape/Avoidance Power Seeking Anger/Frustration Sensory Stimulation Tangible

Needs Being Met Through this Behavior

What do you think s/he gets by behaving this way?

What actually happens? What might s/he avoid by

engaging in the behavior? Typically the team is making a

hypothesis regarding the value of this behavior in the student’s life

What is Positive Behavioral Support ?

Supporting students in learning responsible Supporting students in learning responsible behavior and achieving academic success.behavior and achieving academic success.

Broad-based set of proactive approaches Broad-based set of proactive approaches Views the system, setting, or skill deficiency Views the system, setting, or skill deficiency

as the problem.as the problem. Identifies and teaches replacement behavior Identifies and teaches replacement behavior

and builds relationships.and builds relationships. Primarily relies on positive approaches.Primarily relies on positive approaches. Goal of sustained results achieved over Goal of sustained results achieved over

time.time. Relies on teaching through modeling, caring, Relies on teaching through modeling, caring,

and relinquishing control.and relinquishing control.

If a student doesn’t know how to read,If a student doesn’t know how to read,

wewe teach,teach,

If a student doesn’t know how to If a student doesn’t know how to swim,swim,

we we teach,teach,

If a student doesn’t know how to If a student doesn’t know how to multiply, multiply,

we we teach,teach,

If a student doesn’t know how to If a student doesn’t know how to behave,behave,

WE WE PUNISHPUNISH……

Effective Consequences

Decrease the efficiency of the target behavior while maintaining dignity and an atmosphere of caring

Never degrade or humiliate Logically relate to the target behavior Do not cause more of a problem than the

problem they are addressing Establish conditions for learning alternative skills Decrease the frequency, duration, and/or

intensity of the target behavior

Less Helpful Strategies: Have an impeding or negative effect on learningHave an impeding or negative effect on learning Model inappropriate behaviorModel inappropriate behavior Tend to make the brain shift to a survival or Tend to make the brain shift to a survival or

threatened mode not conducive to learningthreatened mode not conducive to learning Tend to bring out judgment and anger from staffTend to bring out judgment and anger from staff Meet the needs of the care provider not the childMeet the needs of the care provider not the child The consequence has no relationship to the behaviorThe consequence has no relationship to the behavior Are consistently appliedAre consistently applied Are almost always quicker to applyAre almost always quicker to apply Often lead to resentment, defiance, or violence and Often lead to resentment, defiance, or violence and

consequently result in the need for more intrusive consequently result in the need for more intrusive measures by staffmeasures by staff

Meet the staff’s needs, not the child’sMeet the staff’s needs, not the child’s

Evaluating Available Treatments

Researched Based vs. Pseudo Researched Based vs. Pseudo ScienceScience

Subjective vs. Objective EvidenceSubjective vs. Objective Evidence Speculation vs. DemonstrationSpeculation vs. Demonstration Establishing PrioritiesEstablishing Priorities Applied Behavioral AnalysisApplied Behavioral Analysis Other Therapies Other Therapies

Proactive Options for Behavioral Proactive Options for Behavioral

DifficultiesDifficulties Create a responsive, supportive, educational Create a responsive, supportive, educational

communitycommunity View behavioral occurrences as an opportunity for View behavioral occurrences as an opportunity for

teaching prosocial skillsteaching prosocial skills Use time-out for refocusing, calming, condition Use time-out for refocusing, calming, condition

assessment, and problem solvingassessment, and problem solving Teach new skills to individuals with challenging Teach new skills to individuals with challenging

behaviorsbehaviors Teach classmates methods of supporting behavior Teach classmates methods of supporting behavior Reinforce positive behaviorReinforce positive behavior Be consistentBe consistent Teach by exampleTeach by example

Organizational Suggestions

Organize and simplify physical environment

Predictable schedules and routines Work stations to facilitate

independence and communication Use visual cues

Visual Supports

Use choice boards Visual aids for directions Post rules and routines Social Stories Pictographs to provide cues for

expected behavior Use concrete examples Augmentative communication

Classroom Environment Vary tasks Use meaningful reinforcers Use modeling, physical prompts, visual

cues Eliminate visual distractions Eliminate auditory distractions Provide quiet area for relaxation Introduce unfamiliar tasks in a familiar

environment

Social Skills Variety of Peer Buddies, Circle of Friends Teach appropriate access of preferred

items Practice social situations Social Stories Teach self management procedures Teach appropriate social exchanges Teach appropriate social boundaries

Communication Sabotage the environment – encourage

appropriate requesting behavior Provide appropriate and functional

expressive communication strategies Provide simple, consistent,

concrete,visual input for receptive language

Reinforce direction following Provide rich language experiences

Cognitive Skills Use Establishing Stimulus & Use Establishing Stimulus &

Establishing OperationsEstablishing Operations Teach Discrimination & IdentificationTeach Discrimination & Identification Teach Bipolar & Positional ConceptsTeach Bipolar & Positional Concepts Take Advantage of Educational Take Advantage of Educational

SoftwareSoftware Consider Discrete Trial TrainingConsider Discrete Trial Training Consider Musical Therapy Consider Musical Therapy

Successful Behavioral Management

Build rapportBuild rapport Focus on the positiveFocus on the positive Do not take a child’s behavior personallyDo not take a child’s behavior personally Determine a student’s strengths and build Determine a student’s strengths and build

on themon them Never use sarcasm and/or ridiculeNever use sarcasm and/or ridicule Do not label students Do not label students Understand that behavior change is a Understand that behavior change is a

process and doesn’t occur immediatelyprocess and doesn’t occur immediately Inform parents of positives as well as Inform parents of positives as well as

negativesnegatives Retain a good sense of humorRetain a good sense of humor Model desired behaviorModel desired behavior

Goals to Appropriately Address Needs

Describe the overall goal of the Describe the overall goal of the behavioral intervention planbehavioral intervention plan

How does this goal contribute to the How does this goal contribute to the student’s independence?student’s independence?

Your plan should have a dual focus:Your plan should have a dual focus:– Decrease target behaviorDecrease target behavior– Increase alternative or replacement skillIncrease alternative or replacement skill

Preferred Activities and Reinforcers

Activities the student has identified, or demonstrated to be highly motivating

Items the student actively seeks out and/or are known to be reinforcing

Involve the student in reinforcer identification

Preventative Strategies Accommodations, approach strategies,

seating arrangements, skill building activities

Suggests to the student that they are being cared for and supported

Outline recommended preventative strategies or accommodations

Avoid listing strategies with which you cannot insure compliance

Reinforcement Strategies

Methods of teaching and reinforcing appropriate/replacement skills

Ask the student for input Make sure you list only things you

can actually provide

Procedures to Follow When Behavior Occurs

List specific sequential steps to take List specific sequential steps to take when behavior occurswhen behavior occurs

Do not list staff namesDo not list staff names Should be instructional and therapeuticShould be instructional and therapeutic May want to address staff demeanorMay want to address staff demeanor If reaction to behavior is a deviation If reaction to behavior is a deviation

from school policy be sure to have from school policy be sure to have administrative consentadministrative consent

Data Collection

Describe how systematic/measurable data will be collected for Behavior Plan

Data must be taken to assess effectiveness of plan

Attach a sample of the data sheet to be used

Other Identify who will inform the

appropriate staff of the BIP Make copies and place signed BIP

in CA 60 Identify dates to review plan Make certain that staff understand

the need to reconvene a meeting if the plan requires changing

Thank You For Being Here.

THE END

STEVESTEVE