Function Based Supports jul 1 2011
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Transcript of Function Based Supports jul 1 2011
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Addressing Individual Challenging Behavior through
Function-based Support
George SugaiOSEP Center on PBIS
Center for Behavioral Education & Research
University of ConnecticutMay 11 2011
www.pbis.org www.cber.org www.swis.org
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PURPOSE
Provide overview of defining
features of function-based
approach to addressing
behavior.• Prerequisites & Foundations review• FBA basics• BIP basics
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Basics Review
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Basics
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Good idea…
bad
execu
tion
Implementation Challenges
Compliance problem
Huh?
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SWPBS (aka PBIS/RtI) isFramework
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SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
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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
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
ALL
SOME
FEW
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Redesign of teaching environments…not students
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All
Some
FewContinuum of Support for
ALL
Dec 7, 2007
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Continuum of Support for ALL
“Theora”
Dec 7, 2007
Science
Soc Studies
Reading
Math
Soc skills
Basketball
Spanish
Label behavior…not people
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Continuum of Support for
ALL:“Molcom”
Dec 7, 2007
Prob Sol.
Coop play
Adult rel.
Anger man.
Attend.
Peer interac
Ind. play
Label behavior…not people
Self-assess
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PBIS& RtI
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1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions• Individual Students• Assessment-based
• High Intensity
Intensive, Individual Interventions• Individual Students• Assessment-based
• Intense, durable procedures
Targeted Group Interventions• Some students (at-risk)
• High efficiency• Rapid response
Targeted Group Interventions• Some students (at-risk)
• High efficiency• Rapid response
Universal Interventions• All students
• Preventive, proactive
Universal Interventions• All settings, all students• Preventive, proactive
Responsiveness to Intervention
Academic Systems Behavioral Systems
Circa 1996
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Classroom
SWPBSPractices
Non-classroom Family
Student
School-w
ide
• Smallest #• Evidence-based
• Biggest, durable effect
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SCHOOL-WIDE1.1. Leadership team
2.Behavior purpose statement
3.Set of positive expectations & behaviors
4.Procedures for teaching SW & classroom-wide expected behavior
5.Continuum of procedures for encouraging expected behavior
6.Continuum of procedures for discouraging rule violations
7.Procedures for on-going data-based monitoring & evaluation
EVIDENCE-BASED
INTERVENTIONPRACTICES
CLASSROOM1.All school-wide2.Maximum structure & predictability in routines & environment3.Positively stated expectations posted, taught, reviewed, prompted, & supervised.4.Maximum engagement through high rates of opportunities to respond, delivery of evidence-based instructional curriculum & practices5.Continuum of strategies to acknowledge displays of appropriate behavior.6.Continuum of strategies for responding to inappropriate behavior.
INDIVIDUAL STUDENT1.Behavioral competence at school & district levels
2.Function-based behavior support planning
3.Team- & data-based decision making
4.Comprehensive person-centered planning & wraparound processes
5.Targeted social skills & self-management instruction
6. Individualized instructional & curricular accommodations
NONCLASSROOM1.Positive expectations & routines taught & encouraged
2.Active supervision by all staff (Scan, move, interact)
3.Precorrections & reminders
4.Positive reinforcement
FAMILY ENGAGEMENT1.Continuum of positive behavior support for all families
2.Frequent, regular positive contacts, communications, & acknowledgements
3.Formal & active participation & involvement as equal partner
4.Access to system of integrated school & community resources
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1. Leadership team
2. Behavior purpose statement
3. Set of positive expectations & behaviors
4. Procedures for teaching SW & classroom-wide expected behavior
5. Continuum of procedures for encouraging expected behavior
6. Continuum of procedures for discouraging rule violations
7. Procedures for on-going data-based monitoring & evaluation
School-wide
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Teaching Matrix
SETTING
All Settings
Hallways Playgrounds CafeteriaLibrary/
Computer Lab
Assembly Bus
Respect Ourselves
Be on task.
Give your best effort.
Be prepared.
Walk. Have a plan.
Eat all your food.Select healthy foods.
Study, read,
compute.
Sit in one spot.
Watch for your stop.
Respect Others
Be kind.Hands/feet
to self.Help/share
with others.
Use normal voice
volume.Walk to right.
Play safe.Include others.Share
equipment.
Practice good table manners
Whisper.Return books.
Listen/watch.Use
appropriate applause.
Use a quiet voice.
Stay in your seat.
Respect Property
Recycle.Clean up after self.
Pick up litter.
Maintain physical space.
Use equipment properly.
Put litter in garbage can.
Replace trays &
utensils.Clean up
eating area.
Push in chairs.Treat books
carefully.
Pick up.Treat chairs appropriately
.
Wipe your feet.Sit
appropriately.
Exp
ecta
tions 1. S
OCIAL SKILL2. NATURAL
CONTEXT
3. BEHAVIOR
EXAMPLES
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Teaching Academics & Behaviors
DEFINESimply
MODEL
PRACTICEIn Setting
ADJUST forEfficiency
MONITOR &ACKNOWLEDGE
Continuously
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Road signs can be effective; however, when used
incorrectly,….
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“Making a turn”
IMPLEMENTATION
Effective Not Effective
PRACTICE
Effective
Not Effective
Maximum Student Benefits
Fixsen & Blase, 2009
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Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.
Startw/
What Works
Focus on Fidelity
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Evaluation Criteria
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Funding Visibility PolicyPoliticalSupport
Training CoachingBehavioral Expertise
Evaluation
LEADERSHIP TEAM(Coordination)
Local School/District Implementation Demonstrations
SWPBS Implementation
Blueprint
www.pbis.org
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Pre-K K-6 6-9 9-12 K8-120%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
12.4 - Mean Percentage Students (2009-10) (Majors Only)Students 6+
Students 2 to 5
Students 0 or 1
N = 2565 713 266 474
9% 19% 24%
Mean % Students 2009-2010 Majors Only
91% 81% 76%
Most are responsive…but
some need a bit more.
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Pre-K K-6 6-9 9-12 K8-120%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%12.5 - Mean Percentage ODRs (2009-10) (Majors Only)
Students 6+
Students 2 to 5
Students 0 or 1
74% 82% 84%
Mean % ODRs 2009-2010 Majors Only
Students: 9% 19% 24% 18%
And we know who they are!
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Inap
p lan
Agg/F
ight
Disres
pt
Lying
Haras
s
Disrup
tion
Tardy
Skip/T
ruan
Skip
Truan
Prop
dam
Theft
Dress
Tech
Inap
p af
fect
ion
Out
bou
nds
Gan
g Disp
lay
Tobac
co
Alcoho
l
Drugs
Combu
st
Vanda
l
Bomb
Arson
Wea
pons
Oth
er b
ehav
Unkno
wn be
havM
inor
M-In
app
lan
M-C
onta
ct
M-D
isres
pt
M-D
isrup
tion
M-P
rpty
Misu
se
M-D
ress
M-T
ech
M-T
ardy
M-O
ther
M-U
nkno
wn
0%
5%
10%
15%
20%
25%
10.2 - Problem Behavior: K-6
% Group ODRs
Mean % ODRs
Aggression-fighting &
disrespect
K-6 Problem Behavior ODR
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Inap
p lan
Agg/F
ight
Disres
pt
Lying
Haras
s
Disrup
tion
Tardy
Skip/T
ruan
Skip
Truan
Prop
dam
Theft
Dress
Tech
Inap
p af
fect
ion
Out
bou
nds
Gan
g Disp
lay
Tobac
co
Alcoho
l
Drugs
Combu
st
Vanda
l
Bomb
Arson
Wea
pons
Oth
er b
ehav
Unkno
wn be
havM
inor
M-In
app
lan
M-C
onta
ct
M-D
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pt
M-D
isrup
tion
M-P
rpty
Misu
se
M-D
ress
M-T
ech
M-T
ardy
M-O
ther
M-U
nkno
wn
0%
5%
10%
15%
20%
25%
10.3 - Problem Behavior: 6-9
% Group ODRs
Mean % ODRs
Disrespect
6-9 Problem Behavior ODR
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Inap
p lan
Agg/F
ight
Disres
pt
Lying
Haras
s
Disrup
tion
Tardy
Skip/T
ruan
Skip
Truan
Prop
dam
Theft
Dress
Tech
Inap
p af
fect
ion
Out
bou
nds
Gan
g Disp
lay
Tobac
co
Alcoho
l
Drugs
Combu
st
Vanda
l
Bomb
Arson
Wea
pons
Oth
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ehav
Unkno
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M-In
app
lan
M-C
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M-D
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M-D
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M-P
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Misu
se
M-D
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M-T
ech
M-T
ardy
M-O
ther
M-U
nkno
wn
0%
5%
10%
15%
20%
25%
10.4 - Problem Behavior: 9-12
% Group ODRs
Mean % ODRs
Disrespect +
tardy, skip, truant
9-12 Problem Behavior ODR
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K 1 2 3 4 5 6 7 8 9 10 11 120
100
200
300
400
500
600
700
800
900
1000
Bethel School District Office Discipline Referrals 2001-2008
2001-02
2002-03
2003-04
2004-05
2005-06
2006-07
2007-08
Grade Level
Num
ber o
f Ref
erra
ls
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~80% of Students
~15%
~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 discipline• Positive reinforcement
• Effective instruction• Parent engagement
•
SECONDARY PREVENTION• • • • •
TERTIARY PREVENTION• • • • •
PRIMARY PREVENTION• • • • • •
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0
10
20
30
40
50
60
70
80
90
100 BL CI/CO
CI/CO +75%
CI/CO +80%
CI/CO +90%
Helena
School Days
Per
cen
t of
Int
erva
ls E
nga
ged
in P
robl
em
B
ehav
ior
0
10
20
30
40
50
60
70
80
90
100
Jade
0
10
20
30
40
50
60
70
80
90
100
Farrell
Began meds.
Class B Results
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GOALS 8:30 9:30 10:30 11:30 12:30 1:30
1. RESPECT OTHERS 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0
2. MANAGE SELF 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0
3. SOLVE PROBLEMS RESPONSIBLY
2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0
Name________________ Date ________
Rating Scale2 = Great1 = Ok0 = Goal Not Met
Goal _____Pts Possible _____Pts Received_____% of Pts _____Goal Met? Y N
Check In/Out Pt Card
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0
10
20
30
40
50
60
70
80
90
100 BL CI/CO
CI/CO +75%
CI/CO +80%
CI/CO +90%
Helena
0
10
20
30
40
50
60
70
80
90
100
Jade
0
10
20
30
40
50
60
70
80
90
100
Farrell
Began meds.
School Days
Per
cen
t of
Int
erva
ls E
nga
ged
in P
robl
em
Beh
avi
or
Class B Results + Composite Peers
Peer
Peer
Peer
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0
10
20
30
40
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60
70
80
90
100
Ben
0
10
20
30
40
50
60
70
80
90
100
Marcellus
BL CI/CO
CI/CO75%
CI/CO80%
FB plan
FB plan 2
0
10
20
30
40
50
60
70
80
90
100
Blair
0
10
20
30
40
50
60
70
80
90
100
Olivia
Per
cen
t of
Int
erva
ls E
nga
ged
in P
robl
em
Beh
avi
or
Study 2 Results
School Days
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0
10
20
30
40
50
60
70
80
90
100
Olivia
0
10
20
30
40
50
60
70
80
90
100
Marcellus
BL CI/CO
CI/CO75%
CI/CO80%
FB plan
FB plan 2
0
10
20
30
40
50
60
70
80
90
100
Ben
0
10
20
30
40
50
60
70
80
90
100
Blair
School Days
Per
cen
t of
Int
erva
ls E
nga
ged
in P
robl
em
Beh
avi
or
Peer
Peer
Peer
Peer
Study 2 Results + Composite Peer
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FBA Basics
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Function-based support is all about…
Re-design & improvement of learning & teaching environments
– Attention to environment & function
– Not re-design of individuals
– Change in behavior of plan implementers
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Non-validated Interventions for Students with EBD
EXAMPLES• Sensory re-integration or
stimulation• Facilitated
communication• Introspective
psychoanalytic therapies• Rebirthing therapies•
CONCERNS
• Poor ecological (school) validity
• Redirected specification of actual causal factors
• Adverse side effects• False hopes & expectations• Inefficient use of resources &
opportunities• Lack of empirical support•
EVIDENCE-BASED INVESTMENTS
• Cognitive-Behavioral Therapies
Targeted Social Skills Instruction
• School-based Mental Health Wraparound
Function-based Behavior Analytic Interventions
• Psychopharmacological-Behavioral Therapies
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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
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What is Function Based Support?
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3. How do I know if FBA has been done?
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FBA LEVE
LS
1. Informal Archival Review Problem Solving Meeting
2. Indirect Checklist FA Interview Routine Analysis
3. Direct Observation
A-B-C Structured, Planned
Observation
4. Planned Manipulation
Experimental or Functional Analysis
MORE INFORMAL
EASIERSIMPLE
INDIRECT
MOREDIRECT
COMPLICATEDDIFFICULTFORMAL
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SWPBS Conceptual Foundations
Behaviorism
ABA
PBS
SWPBS
Laws of Behavior
Applied Behavioral Technology
Social Validity
All Students
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Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Testable Hypothesis“Basic Unit”
Following events that
maintain behaviors of concern (function)
Preceding events that trigger or occasion
Set of related
behaviors of concern
(RC)
Infrequent events that affect value
of maint. conseq.
• “Best guess” about behavior & conditions under which it is observed
• Represents basic working unit of FBA
• Directly guides development of BIP
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Setting Events – Unique situations in which factors unique
to individual
• Make problem behavior more intense or more likely to occur (e.g., illness, fatigue, hunger, social conflict).
– By changing value of reinforcers
E.g., praise less effective, peer attention is more reinforcing, work completion is less important.
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• Work completion is less important (reinforcing) to Demetri after he has had an argument with his girlfriend before class, or
• Cologne’s use of verbal profanity is more likely (escape) when she hasn’t had enough sleep night before, or
• Peer attention is less distracting (reinforcing) when Manuella isn’t feeling well.
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• Lack of sleep decreases value (reinforcement) of getting to school on time, increases value of going to Hot Dog Haven.
• Lack of breakfast increases value (reinforcement) of getting sent to office (by fending machines) for failing to follow directions.
• Having a fight with boyfriend decreases value (reinforcement) of listening to lecture.
• Getting >50% of problem wrong decreases value (reinforcement) of starting new worksheets.
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“FUNCTION” = outcome, result, purpose, consequence
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Only 2 Basic FunctionsProblemBehavior
Obtain/GetSomething
Escape/Avoid
Something
SocialTangible/Activity
Adult
Stimulation/Sensory
Peer
Pos Reinf Neg Reinf
Existing
aversive
condition
identified
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% Intervals w/ P.B. for Bryce
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 29 31 33 35 37 39 41
Sessions**Data points with arrows indicate no medication
% Intervals w/ P.B.
Baseline
Contra-IndicatedIndicatedContra-
IndicatedIndicated
Ingram, Lewis-Palmer, & Sugai, 2005
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% 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
% Intervals w/ P.B.
Baseline IndicatedIndicated Indicated Modified
Contra-ndicated
Contra-Indicated
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Consider response class
Set of topographically different behaviors with similar or related purpose or function– Hit, spit, runaway, yell…
• Escape difficult task request
– Cry, hit, whine, raise hand, spit…..
• Obtain adult attention
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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 Consequence
Misses 12:30medication
Teachersmake
multipletask demands
Sequoia makesnegative self-statements &
writes profanelanguage
Teacher sendsSequoia to
office for beingdisrespectful
What function?Avoid difficult tasks
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Setting event Antecedent Response Consequence
Caesar isteased 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
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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
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Setting event Antecedent Response Consequence
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 capitolcity of countryis
Napoleongive correctanswer
Teacher givesverbal praise & time to workwith a friend
What function?Access peer &adult attention
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Setting event Antecedent Response Consequence
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 escape
peer attention?
How do you know?How do you know?Assess?
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TE is “best guess.”
What if testable hypothesis is incomplete or inaccurate?
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TE1 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 TE!
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TE2:
“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.
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Avoid explanatory fictions
Restatement of problem & not measurable
(-) She’s aggressive because she’s angry
(+) When she is teased about her looks & family, she uses profanity & hits until the teasing stops.
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Avoid explanatory fictions
Not measurable or testable
(-) He’s emotionally disturbed
(+) When he is with peers, he talks about hurting them & himself.
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“Petunia”• Problem: Petunia is in 9th grade & very
inattentive. In class, she is forever inattentive, distractible, off-task, & bothering others.
• Explanatory fiction: Petunia has ADHD & conduct disorders
• Testable hypothesis: Petunia works on each assignment for about 2 minutes, answers before presentation of questions are completed, asks other students for help, & gets out of her seat 12 times per 30 min. period.
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“Rhus”• Problem: Rhus is an 11th grader with autism.
He’s high functioning but is hated by his peers. When he gets frustrated, he screams & bites his hand.
• Explanatory fiction: Rhus has Fragile X & is emotionally disturbed
• Testable hypothesis: Rhus has verbal skills to describe his situation, but if presented with difficult academic work & short timelines, he screams until teachers help him. If peers tease him, he bites his hand, & the teasing stops.
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“Catoneaster”• Problem: Catoneaster is a 7th grader who
resists going to school each morning.
• Explanatory fiction: Catoneaster has parent separation anxiety
• Testable hypothesis: Catoneaster finds attention from his Dad to be very rewarding. His mother died when he was 5 years old. When he argues with his Dad in the parking lot, his Dad takes him out for breakfast & brings him back during 2nd period.
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“Azalea”• Problem: Azalea is an 8th grader who skips
most of her morning classes.
• Explanatory fiction: Azalea is a school phobic.
• Testable hypothesis: On days she misses breakfast, Azalea goes to the cafeteria to eat instead of going to class. When she gets to the cafeteria, she visits with her friends until a teacher tells her to go class. Her friends tell her she is cool the way she talks to teachers & skips 1st period.
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Setting event Antecedent Response Consequence
WRITE TESTABLE HYPOTHESIS: 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”
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Example 1: Different behaviors with different functions
• Kirsten’s teachers agree that she has two behaviors that interfere with her social success at school, & develop two testable hypotheses:
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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
None
Peers play game &
have conflict.
Pushes peers
away, uses profanity,
throws rocks.
Peers stop playing with
Kirsten.
Get ad
ult at
tentio
n
Escap
e pee
r soc
ial
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Example 2: Same behaviors with different functions
• Amy teachers have noticed two different conditions when Amy displays same problem behaviors. They developed following two testable hypotheses:
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Setting Event
Antecedent Event
Behavior
Consequence Event
None
Peers 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
cial
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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-injury
Describe 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.
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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
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Fundamental Rule!
“You should not propose
to reduce a problem
behavior without also
identifying alternative,
desired behaviors person
should perform instead
of problem behavior”
O’Neill et al., 1997, p. 71
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Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
DesiredAlternative
AcceptableAlternative
TypicalConsequenceSummary Statement
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Setting Events TriggeringAntecedents
MaintainingConsequences
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
AcceptableAlternative
Ask forbreak,ask forhelp.
Why is function important?
Because consequences compete!!
Function
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Setting Events Triggering Antecedents Problem Behavior
Acceptable Alternative
Desi red Alternative
MaintainingConsequence
Desi redMaintaining
Consequence
Peerconflict
Teacher/peer
request
Complywith
request
Escalatedprofanityphysical
aggression
Walkaway
Avoidrequest
Requestcompleted
Caesar
Competing BehaviorPathway
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Setting Events Triggering Antecedents Problem Behavior
Acceptable Alternative
Desi red Al ternative
MaintainingConsequence
Desi re dMaintainingConsequence
Normalvolume
response
Eyes/headdown on
arms
Teacherdirects
request toanother
Whisperresponse
Praisefor task
completion
TeacherRequest
None
Lisa
Competing BehaviorPathway
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Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
DesiredAlternative
TypicalConsequenceSummary Statement
AcceptableAlternative
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Setting EventManipulations
AntecedentManipulations
ConsequenceManipulations
BehaviorManipulations
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Setting Events TriggeringAntecedents
MaintainingConsequences
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
AcceptableAlternative
Ask forbreak,ask forhelp.
Function
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Setting EventManipulations
AntecedentManipulations
ConsequenceManipulations
BehaviorManipulations
Teach options to problem behavior:1. Ask for break2. Ask for help3. 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
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Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Rides citybus
Teachercorrectspeers
ProfanityVerbal
protests
Teacherattention
DesiredAlternative
TypicalConsequence
Delayedteacher
attention.
Ignore &problem
solvelater
Summary Statement
AcceptableAlternative
Discussin
private
Function
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Setting EventManipulations
AntecedentManipulations
ConsequenceManipulations
BehaviorManipulations
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)
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BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
On Mondays and/or when up all of the
night before.
Daily nongraded quiz on previous night’s
homework
Verbal protests, slumpin chair, walks out of
room.
Avoids doing quiz &homework discussion.
Do quiz withoutcomplaints.
Discussion about answers & homework.
Turn in with name &sit quietly w/o interrupting.
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BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
On Mondays and/or when up all of the
night before.
Daily nongraded quiz on previous night’s
homework
Verbal protests, slumpin chair, walks out of
room.
Avoids doing quiz &homework discussion.
Do quiz withoutcomplaints.
Discussion about answers & homework.
Turn in with name &sit quietly w/o interrupting.
+ Give time to review homework.+ Give quiet time before starting.
+ Give easy “warm-up” task before doing quiz.+ Precorrect behavior options & consequences.
+ With first sign of problem behaviors, remove task, orrequest completion of task next period.+ Remove task based on step in task analysis (STO).+ Provide effective verbal praise & other reinforcers.
Teach options to problem behavior:1. Turn in blank2. Turn in w/ name3. Turn in w/ name & first item done.4. Turn in w/ name & 50% of items done.
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7. How quality of function-based behavior intervention plans be improved?
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FBA/BIP Team Process Steps
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BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
Neutralize settingevent
Make triggers irrelevant.
Make problem behavior
inefficient.
Make consequences ineffective.
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6 FBA Misrules
1. Only one way to conduct FBA….
– FA process is basically same
– Methods for collecting data may vary
• Observe
• Ask
• Review records
• Test
NO
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2. Must do everything every time….
• Base FBA activity on what you know
• FBA is systematic planning process
NO
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3. Everyone has to know how to do a full FBA….
• Small number of people must have high fluency
• All people must know process & what to expect
• Some individuals must work on sustainability
NO
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4. FBA is it…..• One component of comprehensive plan of
behavior support
academic, medical, vocational, mental health, etc.
NO
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5. FBA is only for students with disabilities…
• Process for behavior of all individuals across multiple settings
NO
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6. “Power,” “authority,” “control,” etc. are functions….
2 research validated functions
Pos. & Neg. Reinf.
NO
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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