Behavioral Observation Data for Individual Intervention Decision Making

Behavioral Observation Data for Individual Intervention

Decision Making

George SugaiOSEP Center on PBIS

Center for Behavioral Education & ResearchUniversity of Connecticut

Nov 18, 2010

www.pbis.org www.cber.org www.swis.org

PURPOSE

Provide overview of how

observationally-based data can

be used to guide intervention

decisions for individual

behavior management

planning.

• Foundations• Behavioral Data: Function-based Support• Examples

Participants should be able to describe…

Foundations

SWPBS Conceptual Foundations

Behaviorism

ABA

PBS

SWPBS

Laws of Behavior

Applied Behavioral Technology

Social Validity

All Students

Positive Behavioral Interventions & Supports

SWPBS is

SYST

EMSPRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

ALL

SOME

FEW

All

Some

FewRTI

Continuum of Support for

ALL

Dec 7, 2007

Continuum of Support for ALL

Dec 7, 2007

Science

Soc Studies

Reading

Math

Soc skills

Basketball

Spanish

Label behavior…not people

RTIContinuum of

Support for ALL

Dec 7, 2007

Prob Sol.

Coop play

Adult rel.

Anger man.

Attend.

Peer interac

Ind. play

Label behavior…not people

~80% of Students

~5%

ESTABLISHING CONTINUUM of SWPBS

SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•

TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• •

PRIMARY PREVENTION• Teach SW expectations• Proactive SW & classroom discipline• Positive reinforcement• Effective instruction• Parent engagement• Active supervision

SECONDARY PREVENTION• • • • •

TERTIARY PREVENTION• • • • •

PRIMARY PREVENTION• • • • • •

~15%

Universal Screening of

All

Continuous progress

monitoring of some

Good Data Systems

4 Main Data Concerns

What is Function Based Support?

Non-examples of Function-Based approach

How many “functions” have been validated

Get/Access(positive reinforcement)

Avoid/Escape(negative reinforcement)

Peer/adult social

Activities/tasks

Tangibles

Sensory/stimulation

Only 2 Basic FunctionsProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

Social Tangible/Activity

Adult

Stimulation/Sensory

Peer

Pos Reinf Neg Reinf

Existing

aversive

condition

identified

% Intervals w/ P.B. for Bryce

0102030405060708090

100

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41Sessions*

*Data points with arrows indicate no medication

% In

terv

als

w/ P

.B.

BaselineContra-IndicatedIndicatedContra-

IndicatedIndicated

Ingram, Lewis-Palmer, & Sugai, 2005

% Intervals w/ P.B. for Carter

0

10

20

30

40

50

60

70

80

90

100

1 3 5 7 9 11 13 15 17 19 21 23 25 27

Sessions

% In

terv

als

w/ P

.B.

Baseline IndicatedIndicated Indicated Modified

Contra-ndicated

Contra-Indicated

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

What is basic behavior unit of behavioral observation?

• “Best guess” about behavior & conditions under which it is observed

• Represents basic working unit of FBA• Directly guides development of BIP

Infrequent event/

condition affecting

main. conseq.

Events signal

conseq. likely if

behavior emitted

Observ. action & response

class

Events following

behavior & increase

probability

TE = Functional Relationship when describing a predictable & verifiable

relationship among 4 elements



ProblemBehavior

Testable Hypothesis“Basic Unit”

Following events

that maintain behaviors of concern

Preceding events

that trigger or occasion

Set of related

behaviors of concern

Infrequent events

that affect value of maint. conseq.

When Sequoia misses her 12:30 medication & teachers present multiple task demands, she

makes negative self-statements & writes profane language on her assignments. Teaching staff

typically send her to the office with a discipline referral for being disrespectful.

Setting event Antecedent Response ConsequenceMisses 12:30medication

Teachersmake

multipletask demands

Sequoia makesnegative self-statements &

writes profanelanguage

Teacher sendsSequoia to

office for beingdisrespectful

What function?Avoid difficult tasks

Setting event Antecedent Response ConsequenceCaesar is

teased severaltimes about his

hair by his friends before

class

His teacherstares at his hair in class

Caesar askshis teacher what she’sstaring at

His teachersends him to

in-school detention

Caesar has dyed his hair three colors & is teased several times by his friends before class. When he

enters the class, his teacher stares at his hair. Caesar immediately says “what are you staring at?” His teacher immediately sends him to in-

school detention.What function?Escape adult &peer attention

Setting event Antecedent Response Consequence

Cleo is new to the 6th grade, & English is her second language. When another student approaches & says something to her in

English, Cleo turns away. The other student walks away. This happens several times during

the day.

New student Studentapproaches &

speaks inEnglish

Cleo turns away

Other student walks

away

What function?Escape peer attention


When his teacher asks him what the capitol city of a country is, Napoleon gives the correct

answers. His teacher praises his correct answer, & tells him he may work by himself or a friend

on the rest of the assignment.

None Teacher askswhat capitol

city of countryis

Napoleongive correct

answer

Teacher givesverbal praise & time to workwith a friend

What function?Access peer &adult attention


As Veloce is walking, other kids look at him & say “what’s up?” He looks back and says:

“Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads &

all him “weirdo.”

??Look at him.“What’s up!”

“Who yalookin’ at?”

“Ya wantSome?” “Yatalkin’ to me?

Kids shakeheads & call him “weirdo”

What function?Access OR escapepeer attention?

How do you know?How do you know?Assess?

TH1 for Hillary:"When Hillary sits next to Bill, Hillary whispers in his ear. Bill

laughs."

• Test manipulation?– Put Al in Bill’s seat.

• Effect:– Hillary whispers in Al’s ear.

Develop new testable

hypothesis!

TH2:“When Hillary sits next to boys, she whispers in their ears. The

boys laugh.”

• Test manipulation?– Put Monica in Bill’s seat.

• Effect:– Hillary does not whisper.

Use info to develop

intervention

Example 1: Different behaviors with different functions

• Kirsten’s teachers agree that she has 2 response classes that interfere with her social success at school, & develop two testable hypotheses:

Setting Event

Antecedent Event

Behavior

Consequence Event

None

Teacher presents multiple

step request.

Verbal protest,

non-complianc

e, foot stomping.

Teacher repeats

request 4 to 5 times & threatens

after school suspension.

Setting Event

Antecedent Event

Behavior

Consequence Event

NonePeers play game &

have conflict.

Pushes peers

away, uses profanity,

throws rocks.

Peers stop playing with

Kirsten.

Get ad

ult at

tentio

n

Escape

peer

social

Implication!2 intervention

variations

Example 2: Same behaviors with different functions

• Amy teachers have noticed two different conditions when Amy displays same problem behaviors (1 response class). They developed following two testable hypotheses:

Setting Event

Antecedent Event

Behavior

Consequence Event

NonePeers try to

engage Amy in con-versations.

Turns eyes away, does not comply

verbally, pulls

sweater over his head.

Peers move away.

Setting Event

Antecedent Event

Behavior

Consequence Event

None

Teachers give Amy corrective feedback about her

work.

Turns eyes away, does not comply

verbally, pulls

sweater over his head.

Teachers sit down next to her, rub her shoulders, &

say comforting

words.

Avoid

peer

atten

tion

Get ad

ult so

cialImplication!

2 intervention variations

Functional Assessment Checklist for Teachers “FACTS”

STEP 1: Student/ Grade: _____Clarence/5th grade_____ Date: ____January 11___________

Interviewer: ___________Sugai________ Respondent(s): ____Thomas_____

STEP 2: Student Profile: Please identify at least three strengths or contributions the student brings to school.C. has leadership potential. Peers listened to him, and he can be very convincing and sincere. He’s academically competent and seems to be moving smoothly and successfully through the school curriculum.

STEP 3: Problem Behavior(s): Identify problem behaviors___Tardy_X Fight/physical Aggression ___ Disruptive___ Theft___ UnresponsiveX Inappropriate Language_X__ Insubordination___ Vandalism___ Withdrawn_X__ Verbal Harassment____Work not done___ Other __________ ____X _ Verbally Inappropriate___ Self-injuryDescribe problem behavior:C. may have one of the shortest fuses I’ve seen. One little tease by a peer, and he quickly and predictably escalates through a behavioral sequence that begins with passive in subordination (non response), moves to a mild protest, shifts to harassment and name calling, increases to property damage and even to physical aggression. Its interesting that he seems to “enjoy” the reactions he gets from peers that he aggresses toward, and from peers who look up to him for his aggressiveness.

STEP 4: Routine Analysis

Schedule(Times)

Activity Likelihood of Problem Behavior Specific Problem Behavior

8:00 Waiting to enter buildingLow High1 2 3 4 5 6

See escalation described above

8:15 Advisory & Planning 1 2 3 4 5 6

Mostly teasing and touching property of others. Doesn’t escalate much further

9:15 Language Arts 1 2 3 4 5 6 Occasional name calling/teasing

10:15 Recess 1 2 3 4 5 6 See escalation described above

11:30 Math 1 2 3 4 5 6 Occasional teasing

12:00 Lunch 1 2 3 4 5 6 See escalation described above

12:35 Earth Science 1 2 3 4 5 6 Minor verbal harassment

1:15 Art or Phy Ed 1 2 3 4 5 6 See escalation described above

2:00 Reading 1 2 3 4 5 6 Rarely a problem

2:50 Waiting for bus 1 2 3 4 5 6 See escalation described above

When has FBA been done?



ProblemBehavior

DesiredAlternative

AcceptableAlternative

TypicalConsequenceSummary Statement



ProblemBehavior

Lack of peercontact in 30

minutes.

Do difficultmath

assignment.

Noncompliance,profanity,physical

aggression,

Avoid task,remove from

class.

DesiredAlternative

TypicalConsequence

Points,grades,

questions,more work.

Do workw/o

complaints.

Summary Statement


Ask forbreak,ask forhelp.

Why is function important?

Because consequences compete!!

Function



ProblemBehavior

DesiredAlternative

TypicalConsequenceSummary Statement


Setting EventManipulations

AntecedentManipulations

ConsequenceManipulations

BehaviorManipulations





Neutralize, prevent, remove,

minimize, or precorrect

for influence of setting

events

ADD antecedent events that

trigger desired

behavior AND

REMOVE antecedent events that

trigger problem behavior

ADD consequence events that maintain &

support desired

behavior AND

REMOVE consequence events that maintain problem behavior

TEACH alternative &

desired behavior that

is more effective,

efficient, & relevant than

problem behavior



ProblemBehavior

Lack of peercontact in 30

minutes.

Do difficultmath

assignment.

Noncompliance,profanity,physical

aggression,

Avoid task,remove from

class.

DesiredAlternative

TypicalConsequence

Points,grades,

questions,more work.

Do workw/o

complaints.

Summary Statement


Ask forbreak,ask forhelp.





Teach options to problem

behavior:1. Ask for break2. Ask for help

3. Turn in assignment as

is.

Teach missing math skills

Arrange for peer

interaction before math

class

Provide positive adult

contact

Sit with preferred peer

Introduce review type

problem before difficult tasks

Remind of alternative behaviors

Do first problem together

Immediately reinforce

entering class.

Provide reinforcer w/in 1 min. of starting task (3 min., 5

min., 10 minutes)

Give break & help

Sit with preferred peer

when done



ProblemBehavior

Rides citybus

Teachercorrects

peers

ProfanityVerbal

protests

Teacherattention

DesiredAlternative

TypicalConsequence

Delayedteacher

attention.

Ignore &problem

solvelater

Summary Statement


Discussin

private

Why is function important?

Because consequences compete!!

Function





Teach J. how, when, & where to

express verbal protest, & how to walk away from

problem situations in transitions.

On days city bus ridden, check in with counselor to review days

schedule & walk with counselor to classroom

Give >3 positive acknow-

ledgements per min. to peers

during transitions.

Give private & quiet corrections

to peers.

Remind J. of acceptable &

desired replacement behaviors

When J. engages in problem behavior

immediately disengage from him, & engage

peers.

When J. engages in replacement

behaviors provide adult

attention (discussion)

FBA-BIP Team Process

Process Guidelines

Behavior Support Elements

Problem Behavior

Functional Assessment

Intervention & Support

PlanFidelity of

Implementation

* Response class* Routine analysis* Hypothesis statement * Alternative behaviors

* Competing behavior analysis * Contextual fit* Strengths, preferences, & lifestyle outcomes* Evidence-based interventions

* Implementation support* Data plan

* Continuous improvement* Sustainability plan

• Team-based• Behavior competence

Impact on Behavior &

Lifestyle

PBIS Prevention Goals & Bullying Behavior

Big Ideas

Behavioral Observation Data for Individual Intervention Decision Making

Documents

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