Brief Functional Behavioral Assessmentand

Behavior Intervention Planning

Dave Kunelius WI RTI Center Technical Assistance Coordinator - PBIS

Milaney Leverson WI RTI Center Technical Assistance Coordinator - PBIS

The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this PowerPoint and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material

Wisconsin RtI Center

Our mission is to support schools through the phases and sustainability of their RtI system implementation.

The core reason that the Wisconsin RtI Center exists is to develop, coordinate and provide high-quality professional development and technical assistance…as well as to gather, analyze and disseminate RtI implementation data to enhance the support of schools’ implementation.

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Tier 3/Tertiary Interventions 1-5%•Individual students•Assessment-based•High intensity

1-5% Tier 3/Tertiary Interventions• Individual students• Assessment-based• Intense, durable procedures

Tier 2/Secondary Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions•Some individualizing

5-15% Tier 2/Secondary Interventions• Some students (at-risk)• High efficiency• Rapid response• Small group interventions• Some individualizing

Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive

80-90% Tier 1/Universal Interventions• All settings, all students• Preventive, proactive

School-Wide Systems for Student Success:A Response to Intervention (RtI) Model

Academic Systems Behavioral Systems

Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm

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Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

SIMEO Tools: HSC-T, RD-T, EI-T

Check-in/ Check-out (CICO)

Group Intervention with Individualized Feature (e.g., Check and Connect -CnC and Mentoring)

Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)

Complex or Multiple-domain FBA/BIP

Wraparound

ODRs, Attendance, Tardies, Grades, DIBELS, etc..

Daily Progress Report (DPR) (Behavior and Academic Goals)

Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc..

Social/Academic Instructional Groups (SAIG)

Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model

Illinois PBIS Network, Revised October 2009Adapted from T. Scott, 2004

Tier 2/Secondary

Tier 3/Tertiary

Inte

rven

tio

nAssessm

en

t

Data-Based Decision MakingNumbers to Keep in Mind

• 7-15%: Percent of total population expected to need and be supported by Tier 2 interventions

• 1-5%: Percent of total population expected to need and be supported by Tier 3 interventions

• 70%: Percent of youth (receiving intervention “X”) that should be responding to intervention

• Data-based Decision-Rules for ‘determining response’ must be defined– Data sources defining response are efficient

• Ex. Daily Progress Report (DPR) cards: Student maintains an 80% average on DPR for 4 weeks

Teaming at Tier II

Secondary Systems Planning Team• Who will be your FBA/BIP Intervention Coordinator?

(Bring overall student intervention & implementation data to team, oversee intervention implementation with staff/students/families).

• From data-demonstrated need, Create and Support Interventions

• Support students & staff with Interventions • Use process data from CICO, SAIG, Brief FBA/BIP

interventions to:– determine overall intervention effectiveness for each, – improve integrity, fidelity, procedures etc.. for each,– create interventions that are missing from continuum

• Wisconsin Multi Level System Tracking Tool– www.wisconsinpbisnetwork.org

Secondary Problem Solving Team

• With info from Systems Team (i.e .FBA Facilitators & staff) Develop plans for one group or student at a time

• Most schools already have this type of meeting

• Standing team plus teachers and family of the student

Problem Solving Team Roles

• Gather information from data and interviews, generate Brief FBA, and illustrate FBA to the rest of the team through the Competing Behavior Pathway– Problem behavior along with

triggers and hypothesized function and maintaining consequence

• Share data sources and process used– Interviews

• Lead the team in creating a BIP– Ensure all stakeholders give

input and agree with aspects of the plan that require their action and that they understand and can carry out those actions

• FBA/BIP Facilitator

Practical FBA Logic Model

School-wide Positive Behavioral Supports

80% of Students

Secondary Group

Supports10-15% of Students

Individualized Supports

5% of Students

Behavior Specialist responsible for 25 FBAs in school of 500

Personnel with “flexible” roles conduct proactive Practical FBA to expand the scope of FBA, prevent intensive problem behaviors, & decrease reliance on specialist.

Building FBA CapacityTeachersStaff

SchoolSpecialist

DistrictSpecialist

BehaviorAnalysts

InformalFBA

X

Level I:BRIEF FBA

X X

Level II:Complex FBA

X X X

Level III:Functional Analysis

X X X X

Horner & Anderson (2007)

Problem Solving Team RolesOther Team Members

• Ask questions for clarification on FBA – Come to consensus on hypothesized function, or – briefly brainstorm alternative function

• Work with FBA/BIP Facilitator to create the BIP– contribute as an ‘implementer’ for parts of BIP

where needed• ex. Staff may add student to group counseling,

see youth for afterschool tutoring, or add youth to CICO

Identifying Who Needs FBA/BIP

• Students are referred to an individual Problem Solving Team by the Secondary Systems Team– When lower-level (simple secondary) interventions do not

result in adequate progress as determined by data rules• Data identifies student as in need (# of ODRs,

suspensions, absences, etc..)

– Exception to the system: Adult perceives youth as being in urgent need (lower-level support not seen as adequate)

Changing our thinking

By the time youth access FBA/BIP intervention, theyare already at high risk of placement change.

• More youth need FBA/BIP, sooner.

• FBA/BIPs are often found in the “file” and viewed as a document. Is an active and evolving document!

Brief FBA vs Comprehensive FBA

Brief FBA Comprehensive FBA

For: Students with mild to moderate problem behaviors (behaviors that are NOT dangerous or occurring in many settings)

Students with moderate to severe behavioral problems; may be dangerous and/or occurring in many settings

What: Relatively simple and efficient process to guide behavior support planning

Time-intensive process that also involves archival records review, family-centered planning, and collaboration with agencies outside of school

Conducted by whom: School-based personnel (e.g., teachers, counselors, administrators)

Professionals trained to conduct functional assessments with students with severe problem behaviors (e.g., school psychologists, behavior specialists)

Why Do People Behave?

Modeling? Accident? Instinct? Condition??

Why Do People Continue Behaving?

IT WORKS!T. Scott; University of Louisville, 2012

BRIEF FBA/BIP COMPLEX FBA

Single behavioral cycle/cluster

Multiple behavioral cycles/clusters

Single environment/routine

Multiple environments/routines

Testing behavior but not ongoing aggression

Ongoing aggressive behavior

Basic tier 2 interventions not having predicted success

Adults actively in opposition to one another

The BRIEF FBA/BIP ProcessPrior to the Problem Solving Team Meeting

1. Secondary Systems Team identifies youth needing Tier 2 FBA/BIP level of support and refers to individual Problem-Solving Team meeting.

2. FBA/BIP facilitator (i.e. social worker, counselor, psychologist other trained staff) takes lead in organizing data and using tools to conduct the Brief FBA.

3. Brief FBA/BIP facilitator generates Brief FBA/competing behavior pathway (based on data) to share with Problem-Solving Team.

At the Problem Solving Team Meeting

4. Problem-Solving Team develops and implements BIP (with stakeholders).

5. FBA/BIP fidelity tool is used to make sure all parts of BIP have been implemented as designed

6. Follow-up meeting scheduled (in 4-6 weeks) for all stakeholders to review progress of BIP. A N D

This is a BIGGIE!!!

7. Data monitored weekly by FBA/BIP Facilitator.

Outcomes of aBRIEF FBA/Functional Behavioral Assessment• Operationally defined problem behavior(s): Who, what, where & when

• Identified routines in which the problem behavior is most and least likely to occur

• Defined antecedent events (triggers; setting events) that predict when the problem behavior is most likely

• Defined consequence (ONE ) that contributes most to maintaining the problem behavior in that routine

• Summary Statement of findings

Starting the BRIEF Functional Behavioral Assessment Process

.

Tools/Data Used for Brief FBA/BIPTools

• Functional Assessment Interview (FACTS)

• Student-Directed Functional Assessment

• Family-Directed Functional Assessment

Data• CICO data graphs

• SWIS individualized student report

• Grades

Simplified FBA1. Identify a behavior of concern

– Define in a way that is observable

2. Identify predictors in the environment– Things that happen before and after

3. Identify a function– Why does that happen?

4. Teach a replacement behavior– What is appropriate way to get same function?

5. Change the environment to prevent– What could make the problem not happen?– What consequences are functional?

Defining Problem Behavior: Observable and Measurable

Non-Examples• Hyperactive• Aggressive• Delinquent• Psychotic• Irresponsible

Examples• Out of seat 55% of the time during

independent work time• Hits with hands and kicks peers• Steals valuable items from peers• Reports seeing monsters• Arrives to class late 75% of the time

This step narrows down the behavior first noted into the priority setting. It is not redundant rather it is a revision and clarifying step.

Be so clear in your definition that anyone could use it to act out the problem and it would look/sound just like it does in reality.

Identifying Predictors

Let’s bet! – when do you think the student will make noises? Also, what do you think will likely happen when he does?

OR

If I wanted to set the kid off, what would I need to do?

Setting Events

“Setting event, plus discriminativestimulus, set the occasion for a response

that is maintained by a reinforcer.”

Or you could say…

“Setting events make triggers more likely to cause problem behavior.”

Setting EventsEnvironmental (things that impact student behavior but may not be under control of school)• Neighborhood• Quality of Life• Interactions/Reactions• Home Environment• Level of Curriculum• Instructional

Arrangements

Behavioral Learning Styles• Preferred Activities• Length of Task• Modality• Multiple Intelligence• Choice Making• Skill LevelPersonal Factors• Medications• Sleep• Chronic Illness• Nutrition• Arousal• Sensory Sensitivity

Consequence

• We are talking WHAT OTHERS DO AFTER/BEHAVIORAL consequence sometimes but not always “DISCIPLINE.”

• The ONE THING that happens IMMEDIATELY AFTER a behavior that makes the behavior more likely to happen again.

Functions of BehaviorWhat is the student getting or avoiding?

Functions of Behavior

• Legitimate Functions– Get something (attention, tangible, event, etc.)– Avoid something (attention, event, person, etc.)– Self-stimulation (hair twirling, rocking, etc.)

• Non-Legitimate functions– Power (not specific - all behavior is for power)– Control (not specific - all behavior is for control)– Didn’t take meds (antecedent - not a function)– Parents (not a function)

Function of Behavior

• Things that are obtained– Adult attention– Peer attention– Preferred activity– Money/things– other

• Things avoided or escaped from– Hard task– Reprimand– Peer negatives– Physical movement– Adult attention– other

3. Setting Events(Slow Trigger)

2. Antecedent(Fast Trigger)

4. MaintainingConsequences and

Function1. ProblemBehavior

Summary Statement

Following events that

maintain behaviors of

concern

Preceding events that trigger or occasion

Behavior of concern

Infrequent events that affect value

of maint. conseq.

6. Acceptable Behavior

Set of related behaviors that

are more desirable

5. Desired Behavior

Generally expected behavior

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

DesiredAlternative

TypicalConsequencePositive Example

ReplacementBehaviors

Why is function important?Because consequences compete

Function

Concise information presented to problem-solving team for discussion and intervention planning

BEHAVIORAL

Sequence of less “icky” behaviors

What all the other kids are doing

What keeps the other kids

behaving

Functional Behavior Pathways

Academic work

setting

Disruptive noises

No direct teacher

attentionTeacher provides attentionRaise hand

and wait quietly

Curriculum

Expectations

Time

Routines

Examples

Engagement

Prompts

Physical Arrangement

FunctionalConsequence

FunctionalConsequence

Behavior Intervention Planning (BIP)

Steps to Design a BIP1. Identify the replacement behavior

a. Create a plan to teach this behavior to the student / stakeholders

2. Identify changes in the environment that could prevent the problem behavior from occurring

3. Identify two types of consequence manipulations:a. Strategies that reduce/don't maintain target behavior b. Strategies that maintain and increase replacement and

desired behaviors

4. Consider creating a crisis plan depending on the severity of the behavior

Based on Research and PracticalExperience…..

Many BIPs are not aligned with the FBA because they: • Focus only on rewarding youth for appropriate behavior• Do not teach replacement behaviors• Don’t change settings that trigger behaviors • Omit supports that make appropriate behavior more

likely• And continue practices which reinforce the function of

the problem behavior(s)

Competing Behavior Pathways Model

Setting Event(s)

Antecedent

Desired Behavior

Behavior Interferes w/ Learning

Replacement (Taught) Behavior

IdealOutcome

CurrentOutcome

Sleep medicine impairment

Peer Comment

Conscious choice to ignore, regulation skill, appropriate

comment

Completes all work in

class

Threats, loud voice

Allowed to leave to get a drink of water

in the hallway

Work output is reduced

Taught to use regulation skill

when in hallway for drink

Goes to independent reading

area and writes in journal

A Context forPositive Behavior Support

• A redesign of environments, not the redesign of individuals

• Plan describes what we will do differently

• Plan is based on identification of the behavioral function of problem behaviors and the lifestyle goals of an individual

Using FBA to Design Effective Support:The Simple BIP

• How can we prevent problem situations? • What should we teach as a replacement behavior?• How do we increase reward of appropriate behavior?• How do we minimize reward of problem behavior?• Are negative consequences for problem behavior needed? • Are safety routines needed?• What data should we collect?

– Are we doing the plan?– Is the plan working?

Throughout Process: Remember Strengths-Based Planning

• What does the student like to: – Talk about?– Read about?– Draw about?– Write about?– Play with?

• What is the student interested in? What do they enjoy?• Identify the student’s successes:

– Where are they successful?– When are they successful?– With whom are they successful?

Replacement Behaviors Must Be:

• Do-able• Efficient• Serve the same function• Socially appropriate• Remember to consider “I can live with for

now” behavior.

These skills have to be directly taught

Replacement Behavior Needs:Teach student how to communicate need for:• Help• A break• Interaction• Attention• Time alone• Reduced demands• Alternative assignment• More time to finish• Movement

Replacement Behavior Skills

• Must be specific:– Observable, Acknowledgeable, Teachable (O-A-T)

• Can be taught individually, in small groups, with whole class or whole school

• Can use SAIG lessons to teach skills identified in BIP

• Academic behavior skills (organization, raising hand)– Problem solving skills (deep breathing, get help)– Pro-social skills (ask to play a game, say ‘hi’)

Student Strengths

Desired Behavior Current Consequence

Setting Event Trigger/Antecedent Problem Behavior(s) Maintaining Consequence

Function

Replacement BehaviorAdapted from Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S., 2000

FBA/BIP Competing Behavior Pathway

5 6

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Conflict at home: mornings when not organized for school, not sure who will take Sam to school

Morning activity when teacher requests that he sit on chair or carpet for structured activity

Does not join activity – walks around the classroom poking and pushing kids

Gets a time out to calm down and misses activity Escape

Follow routines Coupons, praise

Walk to a designated area of classroom

Setting EventManipulations

AntecedentManipulations

ConsequenceManipulations

BehaviorManipulations

•Teach how to quietly walk to a designated area of the room

•Teach how to sit and complete tasks for 5 minutes up to 10 minutes

•Walk with “responsible” 4th grade cousin to school.

•CICO modified (new adult and more specific goals)

•Re-teach expected behavior for all classroom settings

•Additional rating periods for expectations

•Individualized positive greeting by teacher in the morning

•Points/ coupons when quietly goes to his “area”

•Points/ coupons when participates in activities

•Does not earn points if puts hands on students

Student Strengths

Desired Behavior Current Consequence

Setting Event Trigger/Antecedent Problem Behavior(s) Maintaining Consequence

Function

Replacement BehaviorAdapted from Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S., 2000

FBA/BIP Competing Behavior Pathway

5 6

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Conflict at home: problem behavior at home before school

Structured academic tasks

Does not complete work, throws things, laughs, disturbing others

Teacher walks over, talks to him and helps him get on task Adult attention

Ask teacher for help

Follow routines Coupons, praise

Setting EventManipulations

AntecedentManipulations

ConsequenceManipulations

BehaviorManipulations

• Teach how to ask for help

•Teach how to work in close proximity to peers -- sharing supplies and asking for help from peers

Cousin involved in CICO process(more encouragement, helping to get DPR home for guardian to see)

•More re-teaching for whole class, how to quietly work

•Higher rates of praise during activities

•Use timer so all kids could see how much time they had for activity

•Points earn extra playtime of choice at end of class

•Planned ignoring of problem behavior (teacher will reward nearby youth)

•Reward at home when earns DPR points

Resources

• Available online with this presentation:– FACTS forms

• EfficientFBA_FACTS.pdf

– Competing Behavior Pathway documents• Pathway and BIP Fillable rev.docx• COMPETING BEHAVIOR PATHWAY.docx

Questions or Comments