FUNCTION AND MALFUNCTION

JUNCTION:

Identifying, Evaluating and Improving Key Components of Functional Behavior

Assessments (FBA) and Behavior Intervention Plans (BIP)

Cayce McCamish, PhD., NCDPI Data and Evaluati on Consultant

Stephanie Austi n, Ed.S., NCSPLead School Psychologist &PBIS Coordinator Rockingham Co. SchoolsBehavior Institute,

Fall 2014

Behavior Support Section

PBIS and PRC 29 Support

Be Responsible Return from breaks on time Participate in activities

Be Respectf ul Use post-it notes for side bar conversations Use technology appropriately Stay on task

Be Kind Support the learning of others Share your ideas and expertise

EXPECTATIONS

FBA and BIP Research and PolicyFBA and BIP Research ProjectFBA and BIP RubricBIP Progress Monitoring ToolFBA and BIP OverviewPractice

OVERVIEW

BEHAVIOR SUPPORT ELEMENTS

Problem Behavior

Functional Assessment

Intervention & Support Plan

Fidelity of Implementation

Impact on Behavior & Lifestyle

*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

Sugai, 2000

Research, Policy, Evaluati on Tools

BACKGROUND FOR FBA AND BIP PLANS

PRC 29 Secti on II 1. Students have a current IEP behavioral goal, Functi onal Behavior Assessment and

Behavior Interventi on Plan.

IDEA 2004 htt p://idea.ed.gov/download/fi nalregulati ons.pdf

NC DPI, Pol ic ies Governing Services for Chi ldren with Disabi l iti es (July 2014) htt p://idea.ed.gov/download/fi nalregulati ons.pdf

Clar ifi cati on OSEP, Lett er to Christensen (August 2011) NC DPI, FBA Q&A (October 2011)

POLICY

“Currently, agreement as to the nature, context, and applicati on of the FBA process is, at best, confusing and, at worst, inadequate to direct effecti ve practi ce in schools.”(Scott & Kamps, 2007, p. 146)

“Even though legislated, there is no statutory or generally agreed upon standard defi niti on of the processes or procedures that consti tute an FBA.” (Sasso, Conroy, Peck-Sti chter, & Fox, 2001; Scott , Meers, & Nelson, 2000 as cited in Scott & Kamps, 2007, p. 146)

RESEARCH

(MO SW-PBIS FBA)

“A number of procedures exist for conducti ng a functi onal behavior assessment, but . . . any appropriate assessment, at minimum, should conclude with three main results.” (Sugai, el al., 1999, p.13) ( A s c i te d i n M i s s o u r i S W P B I S )

Complete Summary Statement Direct Observation Data to confirm the Summary Statement BIP based on the Summary Statement

Studies that have compiled data on the prevalence of behavioral functi on show that att enti on maintains problem behavior in only about one quarter to one third of the cases examined (Derby et al., 1992; Hanley, Iwata & McCord, 2003; Iwata, et al., 1994). ( A s c i te d i n M i s s o u r i S W P B I S )

46% of FBA/BIPs reviewed in one study included only aversive strategies. (Van Acker, Boreson, Gable, & Pott erton, 2005) ( A s c i te d i n M i s s o u r i S W P B I S )

RESEARCH

(MO SW-PBIS FBA)

General fi ndings of research on the technical adequacy of FBAs and BIPs demonstrate the fol lowing concerns: Behav iors not defi ned and too genera l Target behav iors miss ing or inadequate ly defi ned Severa l behav iors l i sted and unc lear which behav ior was the focus o f the FBA Behav iors o f concern chang ing throughout one FBA/BIP Antecedents and consequences e i ther incorrect or not identi fi ed Identi fi cati on of functi ons that are not functi ons ( i .e . revenge/payback , anx iety, contro l ) Hypothes is (summary statement) miss ing or not l inked wi th FBA informati on Replacement behav iors not inc luded or ambiguous Functi onal equiva lence o f replacement behav ior miss ing BIP inter venti ons and st rateg ies not l inked wi th the FBA BIPs w i th stock l i sts o f pos iti ve and negati ve responses to behav ior- no indiv idua l i zati on to

the student . Lack o f fo l low-up support or l imi ted descr ipti ons o f moni tor ing and eva luati ng p lans No fo l low-through on next steps , inc luding maintenance and genera l i zati on No p lan to check fi del i ty o f implementati on Not us ing FBA/BIPs to develop behav ior inter venti ons Teachers not ab le to identi fy behav ior goa ls and/or descr ibe the behav ior inter venti on for

the i r students . (B lood, & Neel , 2007)

RESEARCH FINDINGS FOR ADEQUACY OF FBA AND BIPS

(MO SW-PBIS FBA)

NORTH CAROLINAFBA AND BIP EVALUATION

PILOT PROJECT

FBA and BIP Rubric Functional Behavior Assessment/Behavior Intervention Plan Rubric

(FBA/BIP Rubric) was developed by MO SW-PBIS for use by Tier 3 teams BIP Progress Monitoring ToolRati ng of fi delity: fi delity of implementati on and the quality of

data

Project parti cipati on: N=38 Behavior Advisory Council 6 LEAs

Challenges for data collecti on: Incomplete data collection Diffi culty ensuring collection of progress monitoring data

FBA AND BIP EVALUATION PROJECT

New tool and way to evaluate FBAs and BIPsCurrent plans might not match these criteriaNo expectation that all of these components

have been fully implemented prior to this pointKEY: share information to help improve

development, implementation, and outcomes of FBA and BIP process

KEY CONSIDERATION

FBA AND BIP RUBRIC

Step 1: Collect InformationStep 2: Develop Summary/Hypothesis StatementStep 3: Confirm Hypothesis StatementStep 4: Developing Competing Behavior PathwayStep 5: Identify Strategies for BIPStep 6: Develop Implementation PlanStep 7: Develop Evaluation and Monitoring Plan

View handout!

Discussion:

What are the biggest challenges to conducting FBAs and implementing BIPs?

TURN AND TALK

StatisticReview Records

Direct observa

tion Prob BX

Non-assoc

routines

Trigger/anteced

entsConsequences

Setting events

Summary

Statement

Dir Obs of ABCs

Confirm hypothe

sis

TOTAL FBA

SCORE

Mean 0.579 0.737 1.632 0.447 1.658 1.237 1.237 0.632 0.000 0.000 8.158

MEAN SCORES ON FBA ITEMS

Total Possible Points for FBA Items: 2Total Possible Points for Total FBA Score: 20

Conseq to make prob

bx ineffective Crisis plan

Communication for plan developer

Communication to train

staff to implement

Implementation Timeline

Plan

Progress monitoring measures

Schedule for evaluation

Assessment of fidelity

TOTAL BIP SCORE

0.132 0.132 0.000 0.054 0.105 0.132 0.263 0.000 5.132

MEAN SCORES ON BIP ITEMS

Total Possible Points for BIP Items: 2Total Possible Points for Total BIP Score: 32

Statistic

Desired replacemen

t bxAlternative

replacement bx

Reinforcing consequenc

es

Setting event

strategiesAntecedent strategies

Teaching strategies

Recognize approp bx

Generalization

Mean 1.105 0.947 0.316 0.211 0.395 0.289 1.053 0.000

Relationship Between FBA/BIP Items

Highest Mean Scores

1. Trigger/ Antecedent2. Problem Behavior3. Consequence & Setti ng Events

Lowest Mean Scores

1. Direct observati on of ABCs & Confi rm Hypothesis

2. Non-associated routi nes

3. Review records

FBA RUBRIC ITEM SCORES

Highest Mean Scores

1. Desired Replacement Behavior

2. Recognize Appropriate Behavior

3. Alternati ve Replacement Behavior

Lowest Mean Scores

1. Generalizati on, Communicati on for plan developer & Assessment of fi delity

2. Progress monitoring measures

3. Consequences to make the problem behavior ineff ecti ve & Communicati on to train staff to implement

BIP RUBRIC ITEM SCORES

Area Malfunctions Functions

1. Collect Information -lack of evidence of ABC analysis; direct observations (ex. Daily, frequently, etc.)-do not appear to be informed by IEP goals

-student strengths-medical/mental health documentation

2. Develop Summary/Hypothesis Statement

-problem behavior doesn’t match hypothesis statement-multiple behaviors listed; not clear which is the focus-no hypothesis statement-consequences listed are often punishments-function is not a function

-problem behavior descriptions (clear/measurable)-listing antecedents

3. Confirm Hypothesis Statement

-not documented-no confirmation of hypothesis; tend to revise BIP strategies

-use of ABC observation checklist

Area Malfunctions Functions

4. Developing Competing Behavior Pathway

-tend to list either replacement behavior or alternative behavior- not both-not connect replacement/alternative behavior to maintaining consequences

-replacement behavior preferred

5. Identify Strategies for BIP

-omitting or generic teaching plan-omitting generalization-lists of what the student will do-consequences that are punishments but don’t reduce effectiveness of problem behavior-omitting crisis plans

-recognizing/ reinforcing appropriate behavior-not based on function

6. Develop Implementation Plan

-omitting communication plan, contact person, training procedures for staff and task timelines

-list timeline and tasks for reinforcement

7. Develop Evaluation & Monitoring Plan

-often no progress monitoring tools listed, no plan for data collection-no measures of plan fidelity

-using reinforcement system for data collection

Strengths

Identi fying antecedentsDocumenti ng setti ng

eventsDescribing problem

behaviorReinforcement in BIP

Challenges

Old FBAsUpdates that show no

progress, but no revision to the FBA or BIP

Checklists resulted in too many items selected, not useful

FBA BIP REVIEW CONTINUED

Consequences to make problem behavior ineff ecti ve was the only item with signifi cant relati onship to improved outcomes (r=3.841,(1),p<.05)

FBA plans weaker from hypothesis/summary statement and confi rming hypothesis

BIP plans weaker overallNo signifi cant factors identi fi ed in FBA/BIP that improve

outcomesFidelity rati ngs were not predictors of improved outcomes

OVERALL FINDINGS

cannot ignore peer conflict 1defiance 1disruption 1emotional outbursts 4handles peer conflict himself 1leaving the area 3non-compliance 9not completing assignments 3not getting along with peers 1off-task 5physical aggression 5refusal to comply 1repetitive behaviors 1self-stimulation 1throwing things 1verbal aggression 2verbal defiance 1verbal disruption 3verbal outburst 2verbal threats 1verbal/physical aggression 11work refusal 4

Top 3 Problem

Behaviors Targeted in

FBA/BIP plans

anger management 1breaks 3checklists 1chunking 2CICO 3cool down 6Discussion/feedback 6first/then 2journal 1modeling 3organization skills 1Picture/visual/other schedule 6preferential seating 1prompts 2Redirects/reminder 8restate expectations 2social skills instruction 18social story 3take five 4time out 2time owed 1transition assistance 1using communication skills 1verbal/non-verbal/visual cues 6walk and talk 1warnings 1

Top 3 Interventions Listed in BIPs

TURN & TALK

Discussion:

What are your reacti ons to the Top 3 Problem Behaviors and Interventi ons?

Top 3 Problem Behaviors Verbal/physical aggression Non-compliance Off-task Physical Aggression

Top 3 Interventi ons Social skills instructi on Redirects/Reminder Cool down Discussion/feedback Picture/visual/other schedule Verbal/non-verbal/visual cues

I pledge allegiance to the law of behavior science that I will not write a Behavior Intervention Plan without first understanding the function of a child’s behavior through the completion of a Functional Behavioral Assessment.

LET’S TAKE AN OATH

DO YOU EVER WONDER WHY PEOPLE DO NOT UNDERSTAND FBA/BIP?

Components of FBAWHERE TO BEGIN

Behavior serves a purpose.Behavior is communication.We cannot fix it unti l we know “why” it is

broken.One size does not fit all.No one gives up something for nothing.

PRINCIPLES THAT GUIDE FBA

“If I had an hour to solve a problem I'd spend 55 minutes thinking about the problem and 5

minutes thinking about solutions.”

Albert Einstein

FBA…..PROBLEM SOLVING

Functional Behavioral Assessment Introduction Video

STEP 1: COLLECT INFORMATION

Collect Direct Observation

Data from observations already conducted is included in information collected (describes current frequency/duration/etc.)

Review Relevant RecordsDiscipline referralsAcademic records

IEP and Goals

AttendanceMedical/Medication History (if

applicable)

Indirect Methods Interviews with individuals who know the student well Interview with the studentReview of existing documents and records

Direct methods Systematic direct observation

STEP 1: COLLECT INFORMATION

ABC’S OF BEHAVIOR: FBA TERMINOLOGY

A B CAntecedents

(What happens before the behavior occurs?)

Behavior(What is the behavior?)

Consequences

Setting

EventsImmediate

Slow Triggers

Fast Triggers

oror

Environmental factors that influence behavior, not immediate

Occur immediately before a behavior

Problem Behavior

Appropriate Behavior

Goal:

Decrease

Goal:

Acquire skill & Increase

(What is the Outcome/Function of the behavior?)

Access Avoid/Escape

Power/control

Attention

Acceptance

Affiliation

Gratification

Justice/revenge

Protection

Etc.

Tasks

Consequences

Individuals

Stress/anxiety

Activities

Symptoms

Etc.

ReinforcementPunishment

LEARNING

Antecedent Behavior Consequence

Student learns through repeated experience, that under these specific Antecedent triggers, if I engage in this

Behavior, I can expect this Consequence!

Obtain/Access SensoryAttentionTangible

Escape/Avoid SensoryAttentionTangible

FUNCTIONS OF BEHAVIOR

FUNCTION = WHY?

Problem Behavior

Obtain Desired Effects

Obtain Internal

Stimulation

Obtain Internal StimulationUnique to Context-Visual

Stimulation-Endorphin

ReleasePositive

Automatic Reinforcement

Obtain Socially Mediated

Events

Obtain AttentionUnique to Context

-Smiles-Hugs

-High Fives(Peers/Adults)

Positive Reinforcement

Social

Obtain Activities or Objects

Unique To Context-Food-Toys

-Money-Trip to store

Positive Reinforcement

Tangible/Activity

Escape/Avoid Undesirable

Events

Escape /Avoid Internal

Stimulation

Unique to Context-Sinus Pain

-Itching-Hunger

Negative Automatic

Reinforcement

Escape/Avoid Socially

Mediated

Escape/Avoid Attention

Unique to Context-Smiles-Hugs

-Frowns-Corrections

Negative Reinforcement: Escape Social

Attention

Escape/Avoid Tasks Activities

Unique to Context-Hard Tasks

-Change in Routine-Unpredictability

Negative Reinforcement:

Escape Task

Functions of BehaviorO’Neill, Horner, Albin, Storey (1997)

Identi fy the A B C

View video of Mason-Example 1View video- Example2 View video- Example 3

LET’S PRACTICE!

View handout!

Two groups of individuals who should participate in interviews: Teachers, support staff, assistants, related services staff,

parents/family, and other relevant person(s) who work with the student

Student is exhibiting behaviors of concern

INDIRECT METHODSTHE INTERVIEW

Description of the behaviors of concern (general to specific information)

Summary statements (about triggers, behavior, and consequences)

Collect information about ideas for support plans

INTERVIEW OUTCOMES

View handout!

Descripti on of BehaviorsSetti ng of Events Immediate AntecedentsConsequences or OutcomesObtain informati on on percepti ons

“Why do they do it?”(Functi on of Problem Behavior)Effi ciency of behaviorAssessing Behavioral/Social SkillsCommunicati on MethodsThings to Avoid Identi fy ReinforcersHistory of Interventi ons

COMPONENTS OF INTERVIEW

“Never trust to general impressions, my boy, but concentrate yourself upon details.”

Arthur Conan Doyle, The Adventures of Sherlock Holmes

DIRECT OBSERVATIONSFORMAL OBSERVATIONS

Collect direct observati on data to validate and clarify summary statements about What predicts behaviors (setti ng events/antecedents) What maintains problem behaviors Provides a baseline Serves as a basis for summary statements or hypotheses

Balancing act! Clear and useful data Not too labor intensive

DIRECT OBSERVATION

Context

Frequency

Intensity

Duration

How often does the behavior occur? How extreme is

it?

How long does it last?

Under what circumstances does it

occur?

Data Considerations:Data to Collect

(Wake County Public School System- Special Education Services)

Complete the following for every FBA:ABC chartsAnecdotal or written observations (not optimal)

Identify which observation tool depending on behavior:FrequencyDurationPercent

DIRECT OBSERVATION METHODS

View handout!

Hitting

Tantrum

Talking Out

Work Completion

DIRECT OBSERVATION EXAMPLES

Directly observe the student and record information (over course of several sessions)

Record what is observed right before the behavior occurs, what actually occurs (behavior), and the events that occurred just aft er the behavior

Used to identi fy target behaviors, events that are maintaining behaviors, appropriate behaviors that are not reinforced, social skills that need to be learned, environmental conditions that may need modification

ABC ANALYSIS

ABC ANALYSIS

Process for documenti ng the number of ti mes a behavior occursNormally done by tally marks every ti me a student engages in

target behaviorTime period recorded as wellMust take place during a specifi c ti me period to observe possible

patt ern

When to use? Objecti ve is to increase or decrease the number of TIMES a

behavior occurs When behavior you are looking at can be easily counted Clear beginning and end Does not happen at such a hard rate that documentati on is made

hard

FREQUENCY/EVENT RECORDING

FREQUENCY RECORDING/EVENT RECORDING

What is it?◦Used to document the amount of time a student spends

engaging in a behavior.◦Behavior must have a clear beginning and ending◦Examples: crying, reading, writing, talking to peers, out of

seat

Use?◦When a behavior occurs at a high rate and tends to include

behaviors that are harder to measure using event recording◦Examples: pencil tapping, interacting with peers, screaming

DURATION RECORDING

DURATION RECORDING

We should collect information using multiple instruments and persons/data sources.

We should be patient and give ourselves time to collect this information.

REMEMBER….

STEP 2: DEVELOP SUMMARY & HYPOTHESIS STATEMENT

Develop summary statement

Identify possible setting events

Identify maintaining consequences

Identify triggering antecedents

Identify daily routine

Describe problem behavior

What is the problem?

Create an operational definition of behavior Clear Observable Measurable

DEFINE THE PROBLEM

C L E A R D E F I N I T I O N O F P R O B L E M B E H AV I O R

The “Stranger Test”Is the descripti on of the

behavior crystal clear?Would a stranger’s descripti on

match yours?If a stranger read your

descripti on, would they be able to identi fy the problem behavior?

(Wake County Public School System- Special Education Services)

fighting

talking out

completing work

inattentiveswearing

out of area

defiant

rude

Not Measurable

bothering

oppositional

lazy

Measurable

Measurable Descriptors

(Wake County Public School System- Special Education Services)

Observable Not Observable

Every ten minutesContinuously

Talking during seatwork

Disobedient

Sometimes

Once or twice a week

Tapping pencil on desk

Five times each day

Hurrying through work

Repeatedly

Seldom

Bizarre

Bothering a neighbor

Leaning back in chair

Twice each period

Passing notes

Data Considerations: Observable Descriptors

(Wake County Public School System- Special Education Services)

IDENTIFY DAILY ROUTINES

Observe:Routines that are NOT associated with the behavior!

Identify routines where the behavior DOES occur!

What is student getti ng or avoiding? Determine what times, locations, contexts, conditions, etc.

tend to predict or precede: problem behavior – prioritize and focus on one behavior appropriate behavior

Why is the student doing this? If you do not have the “Why”- an FBA has been created

WITHOUT the FUNCTION!What does the DATA say?

access to . . . (persons, objects, attention, etc.) escape or avoid . . . (persons, activities, attention,

etc.)

DEVELOP HYPOTHESIS

When Sarah is ___________ and __________ (happens), she

where/setting context/antecedent

typically responds by _________ to gain/avoid ____________ .

behavior function

to access peer and teacher attention.

Hypothesis:

When Sarah is in language arts and the teacher is providing direct

he typically responds by making verbal noises (ex. Burping)

HYPOTHESIS STATEMENTS

instruction

(Wake County Public School System- Special Education Services)

Determine if direct observation data confirms summary statement

If summary statement is not confirmed, go back to Summary & Hypothesis and collect more data

Collect formal direct observation information (antecedent and consequences)At least one observation is conducted (after the hypothesis)

in setting/routine where problem behavior typically occurs

STEP 3: CONFIRM SUMMARY STATEMENT

Data Collecti on is conductedMore than 1 observati on in the setti ng/routi ne where

problem behavior typically occurs (aft er the hypothesis)Determine if the directi on observati on data CONFIRMS

the summary statement

CONFIRMATION OF SUMMARY STATEMENT

Example 1- ShaneExample 2- Eddie

For each video: Identify A B CWhat type of observation would you use? Function of BehaviorMake a Hypothesis StatementHow would you collect data to confirm hypothesis

statement?

ACTIVITY TIME!

Let’s Explore with your own FBA!Use the Rubric and Score the FBA

based on this rubric!

ACTIVITY TIME

View handout!

BEHAVIOR INTERVENTION PLANS

Every problem has a solution that is short, simple, and wrong.

H. L. Mencken

Identify desired replacement behavior (Long Term Objective)

Identify alternative replacement behavior based on function of problem behavior

(Short Term Objective)

Identify common reinforcing consequences for desired replacement behavior

STEP 4: COMPETING BEHAVIOR PATHWAYS

Increases link between intervention procedures and functional assessment results

Increases the fidelity of the plan

Logical sequence of concerns and skills taught

COMPETING PATHWAY MODEL

COMPETING PATHWAYS: CHART BEHAVIOR & HYPOTHESIZE

Setting Events

AntecedentsProblemBehavior

MaintainingConsequences

COMPETING PATHWAYS: IDENTIFY REPLACEMENT BEHAVIOR(S)

DesiredAlternative

AcceptableAlternative

SettingEvents

AntecedentsProblemBehavior

MaintainingConsequences

AcceptableAlternativeAcceptableAlternativeAcceptableAlternative

DESIGNING FUNCTIONAL INTERVENTIONS

SettingEvents

TriggeringAntecedents

ProblemBehavior

MaintainingConsequences

Verbal disagreements

with peers before class

Asked to turn in

homework

Verbal DisagreementWith teacher

Avoids hand-ing in home-

work

SettingEvents

TriggeringAntecedents

ProblemBehavior

MaintainingConsequences

Desired Behavior

Maintaining ConsequencesAdjusted work

Completion goals

Acceptable Alternative

Request help/Write down assignments

Verbal Disagreement with

peers before class

Asked to turn in

homework

Verbal Disagreement with teacher

Avoids handing in homework

Eddie will complete assigned

homework

What would you like as student to do instead?◦Specific◦Objective◦Measurable◦SERVES AS THE SAME FUNCTION as the problem

behavior or is incompatible with the problem behavior

REPLACEMENT BEHAVIOR

Based on the function of the problem behavior (short term objective)

Specific

Objective

ALTERNATIVE REPLACEMENT BEHAVIOR

Reinforcing consequences for desired behavior

Results in the same FUNCTION as the problem behavior!!!!

Describe in suffi cient detail for implementation

DETERMINE COMMON REINFORCING CONSEQUENCES

IDENTIFY STRATEGIES FOR BEHAVIOR INTERVENTION PLAN

1. Select strategies &/or environmental manipulati ons that neutralize impact of setti ng events

2. Select strategies &/or environmental manipulati ons that make triggering antecedents irrelevant

3. Select strategies that teach student skills that will eff ecti vely replace problem behavior

4. Select strategies for recognizing appropriate behavior.5. Select strategies for generalizati on and maintenance of

appropriate behavior. Select strategies for generalizati on and maintenance of appropriate behavior.

6. Select response strategies &/or environmental manipulati ons that make consequences for problem behavior ineff ecti ve

7. If necessary, develop crisis preventi on and interventi on procedures

STEP 5: IDENTIFY STRATEGIES FOR BIP

Key Components• Use summary/hypothesis statements to develop

behavior interventi ons• Identi fy proacti ve strategies to increase positi ve

behaviors• Identi fy reducti ve procedures for maladapti ve behaviors

(Make the problem behavior ineff ecti ve!)• Expected Replacement Behaviors• Teaching Component (teach, model for students what

your want them to)• Classroom Environment (changes the teacher will make!)• Encouragement System• School Consequences• Crisis Plan

BEHAVIOR PLANS

Positive StrategiesProgram or Curricular ModificationsSupplementary aids or supportsEmphasis on skills buildingInterventions based on teaching

BEHAVIOR PLANS INCLUDE:

Is the replacement behavior incompati ble with the problem behavior?

Can the student perform the behavior?Does the behavior sati sfy the same functi on (or need) as

problem behavior and/or result in the same outcome? Is it more reinforcing for the student to engage in the desired

behavior than the problem behavior?Can we rearrange environment to prevent student from engaging

in the problem behavior?What is the demand for the behavior in natural setti ngs?Will the behavior be reinforced in natural setti ngs? Is it age appropriate and relevant to the student?

INTERVENTION PLAN DEVELOPMENT GUIDING QUESTIONS

1) IRRELEVANT2) INEFFICIENT3) INEFFECTIVE

PLANS ARE TECHNICALLY SOUND IF THEY MAKE A PROBLEM BEHAVIOR:

Strategies and/or environment manipulations are identified

Link to FBA data collection

Describe suffi cient details for implementation!CAUTION: Too many details decreases effecti veness!

SETTING EVENT STRATEGIES

Make Antecedents Irrelevant!Environmental manipulati ons are identi fi ed and linked to FBA

dataSuffi cient detail Include:

Who? What? When? How Oft en? How Long?

ANTECEDENT STRATEGIES

How can you help this happen more oft en? Determine how the

replacement behavior and intervention plan will be taught Skill (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)

TEACHING STRATEGIES

Suffi cient detail for implementati onBe connected to the functi onal moti vati onCould use Forced Choice or Interest InventoryTypes of Reinforcement:

Continuous reinforcement: every instance of a behavior is reinforced

Ratio schedules: Reinforcement is based on the number of behaviors required

Interval schedules: Reinforcement is based on the passage of time Duration schedules: Reinforcement is based on the continued

performance of a response for a period of time Fixed schedules: The requirements for reinforcement are always

the same Variable schedules: The requirements for reinforcement change

randomly

RECOGNITION/REINFORCEMENT STRATEGIES

How does this work across different setti ngs?

How do you describe this in enough detail so that this can be implemented with fidelity?

This is especially important for any skill taught outside of a natural setti ng.

GENERALIZATION STRATEGIES

Minimize the impact of the problem behavior on other students

Reduce the reinforcement of the problem behavior

Minimize damage to the students reputationAvoid punishment (NOT THE SAME as

consequence!)

MAKE THE PROBLEM BEHAVIOR INEFFECTIVE!

RESPONSE/CONSEQUENCE STRATEGIES

Suffi cient details for implementationSafety plan is warranted for

physical/dangerous/significant behaviorsDescription that CPI procedures may be used This explains what staff will do in response to

those behaviors once it becomes a threat to safety of student or others

SAFETY/CRISIS PLAN

DEVELOP IMPLEMENTATION PLAN

Identify and communicate with person who will be responsible for developing materials that will be

used to implement each part of the BIP.

Identify and communicate with person who will train school personnel how to implement each

part of the BIP.

Identify and communicate timelines for completing tasks necessary to implement each

part of the BIP

STEP 6: DEVELOP IMPLEMENTATION PLAN

Who is responsible for coordinating the plan?

Who will train the BIP?What content will be trained?What are the task timelines?

IMPLEMENTATION PLAN

MONITORING AND EVALUATION

Identify measures to assess and

monitor impact of BIP and staff

who will implement.

Develop schedule for ongoing

evaluation of implementation impact (progress monitoring data)

Develop procedures for

assessing fidelity of

implementation of BIP

STEP 7: DEVELOP EVALUATION & MONITORING PLAN

Determine the kind of data to collect according to critical dimensions of the target behavior (i.e. frequency, duration, etc)

Collect data until you have a clear and accurate picture of the target behavior

Record data on a graph to allow visual examination of student behavior

Allow time for change!

MONITORING

Progress monitoring needs to match your behavior plan target goals

Daily or more frequently with implementati on of BIPUse BIP Progress Monitoring Tool or Individual

Interventi on Tracking FormPlan needs to include:

Who? What? When? How? Review DATES!

PROGRESS MONITORING

View tools!

Three essenti al questi ons: Are we doing what we said we would do? Did we do it the way we said? Did it make any difference?

Detailed and specifi c plan Must include

Who? What? When? How? Review Dates!

Fidelity: Rati ngs of BIP Implementati on by Teachers Percepti ons of Completeness accuracy (i.e. is the data accurate/complete?)

FIDELITY OF IMPLEMENTATION

Is your hypothesis correct?

The student has reached the behavioral objecti ves and/or goals

There is a change in the students placement

The original plan is not producing positi ve changes

REASONS TO MODIFY THE PLAN

Use the FBA/BIP Rubric and evaluate your plan!

ACTIVITY TIME!

View handout!

You are awesome!Need some inspiration???

FINAL THOUGHTS

Dr. Cayce McCamishEmail: cayce.mccamish@dpi.nc.gov NCDPI Behavior Support Data and Evaluation

ConsultantStephanie Austin, Ed.S, NCSP

Email: saustin@rock.k12.nc.usLead School Psychologist/PBIS & Crisis

Coordinator for Rockingham County Schools

CONTACT INFORMATION

NC Policies Governing Students with Disabiliti eshtt p://

ec.ncpublicschools.gov/policies/nc-policies-governing-services-for-children-with-disabiliti es/policies-children-disabiliti es.pdf

IDEA 2004htt p://idea.ed.gov/explore/view/p/%2Croot%2Cregs%2Chtt p://idea.ed.gov/download/fi nalregulati ons.pdfNC Behavior Support- FBA htt p://

ec.ncpublicschools.gov/instructi onal-resources/behavior-support/resources/functi onal-behavior-assessment

FBA/BIP Rubric: MO SW-PBIS: htt p://pbismissouri.org /wp-content/uploads/2014/05/Tier-3_Ch.-7.pdf?9d7bd4

RESOURCES

Blood, E. & Neel , R. (2007). From FBA To Implementati on: A Look At What Is Actual ly Being Del ivered. Educati on and Treatment of Chi ldren, 40 (4) , p. 67-80.

Sasso, G. , Conroy, M., Peck-Sti chter, J. , and Fox, J. (2001). Slowing down the bandwagon: The misappl icati on of functi onal assessment for students with emoti onal or behavioral disorders. Behavioral Disorders, Vol 26(4), p. 282-296.

Scott , T. and Kamps, D. (2007). The Future of Functi onal Behavioral Assessment in School Setti ngs. Behavior Disorders 32 (3), p. 146-157.

Hanley, G. , Iwata, B. , and McCord, B. (2003). Functi onal Analysis of Problem Behavior: A Review. Journal of Appl ied Behavior Analys is 36(2), p. 147-185.

MO SW-PBIS, (2014). Functi onal Behavior Assessment/Behavior Interventi on Plan Rubric (FBA/BIP Rubric) . Retr ieved fromhtt p://pbismissouri .org/archives/4935.

REFERENCES

PBIS OSEP Technical Assistance Center htt p://www.pbis.org/

O’Neil, R.E., Horner, R.H., Albin, R.W., Sprague, J. R. Storey, K. , & Newton, J. S. (1997). Functi onal assessment and program development for problem behavior: A practi cal handbook. Pacifi c Grove, CA. Brooks/Cole.

Sugai, G. , Lewis-Palmer, T. & Hagan-Burke, S. (1999-2000). Overview of the functi onal behavioral assessment process. Excepti onality , 8 (3), p. 149-160.

NCDPI PBIS htt p://www.ncpublicschools.org/

Missouri SW-PBIS FBA: htt p://pbismissouri.org /archives/4633Wake County Public Schools- Special Educati on Services

REFERENCES