Functional Behavior Assessmentand

Positive Behavior Support Plans Enhancing Success and Safety in Schools

Intermediate Unit IOne Intermediate Unit DriveCoal Center PA 15423-9642

Created by Donna Whoric and PaTTAN

Modified by Kristen Salamone

Objectives:Objectives:Participants will:

1. Explain basic behavioral principles -Antecedents -Behavior

-Consequences-Reinforcement/punishment

-Replacement skills principles

2.Understand and implement the process of Functional Behavioral Assessment

3.Understand and develop Positive Behavior Support Plans

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Tertiary Interventions•Individual Students•Assessment-based•High Intensity

Tertiary Interventions•Individual Students•Assessment-based•Intense, durable procedures

Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response•Small Group Interventions• Some Individualizing

Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response• Small Group Interventions• Some Individualizing

Universal Interventions•All students•Preventive, proactive Universal Interventions

•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student SuccessIncluding Individual Systems

A Response to Intervention ModelAcademic Systems Behavioral Systems

The Foundation

Behaviors are context related.

Effective behavior support must

respect the dignity, preferences, and goals for the student/family.

Behaviors serve a function for the student.

Interventions are linked to the environment (social contexts) and function of the behavior.

The greatest danger for most of us is not that our aim is too high and we miss it, but that it is too low and we reach it.

Michelangelo

THE GOALS OF MISBEHAVIOR

To Obtain/To Avoid

Does the behavior allow the student to postpone, avoid, or escape anything (demands, social interaction, etc.)?

Does the behavior provide stimulation activity (an alternative to a lack of active engagement in activities)?

Does the behavior allow the student to gain preferred activities or items?

Does the behavior allow the student to gain peer or adult attention?

What about Behavior?• Behaviors serve a function

• Analysis of the function or purpose of a behavior is the key to intervention

• Functional Behavior Assessment includes observation, interview and analysis to disclose information about the reasons behaviors occur

The 3-Term The 3-Term Contingency of BehaviorContingency of Behavior

Antecedent Behavior Consequence (Stimulus) (Response) (Feedback)

Learning occurs as a result of consequences, changing Learning occurs as a result of consequences, changing behavior successfully requires manipulating antecedents!behavior successfully requires manipulating antecedents!

Antecedent

is what occurs before a behavior

Antecedent

Pay close attention to:• The activity• The adult(s) • The peer(s) • The location/environment• The demand or request

Nothing is not an option!!!

CSI

Antecedent Strategies

•Environmental•Temporal (time)•Physical/Medical•Task •Presentation•Instructor•Instruction

A

EHAVIOR

•What is the behavior of concern that needs to be replaced by a more appropriate behavior?(Describe in observable terms)

•What are the appropriate behaviors/skills you will teach? (Describe in observable terms)

Defining Behavior Behavior:-running out into the hallway -hitting desk with fist-completing schoolwork early-yelling expletives in class-writing and passing notes to classmates

Not:-bad attitude-lazy-low self-esteem-frustrated-control, power-angry-lack of motivation-disrespectful

An observable and measurable act of an individual

Form- the way a behavior looks a. what we observe b. description of the behavior

Consequence

is any event thatfollows a behavior

ONSEQUENCE

What typically happens after the behavior of concern?

What typically happens after appropriate behavior?

ConsequencePay attention to:• What the adult(s) do

– Give a verbal reprimand– Keep the student in for recess– Take away points

• What the other student(s) do– Laugh at the student– Imitate the student

Nothing is not an option!!!

ConsequencesConsequences

• Reinforcement - event that follows a behavior which increases or maintains the future frequency of that behavior

• Punishment – event that follows a behavior which decreases or eliminates the future frequency of that behavior

The consequence with which a behavior is met will determine

its likelihood of reoccurrence!

Reinforcement or Punishment?Reinforcement or Punishment?

We only know if a consequence is a reinforcement or a punishment by its

effect on behaviorNOTNOT

by our intent!!! (look at the future frequency

of the behavior)

Consequence Strategies

• Incentive Charts• Behavior Contracts• Self-Monitoring• Token Economy• Response Cost• Group Contingencies

C

• Jared talks out at least two times per class. He smiles, and other students snicker, when his teachers remind him to raise his hand. Since the beginning of the year, the problem seems worse.

• Do the reminders reinforce or punish him? How do you know?

• What might be the function of this behavior?

Consequence and Function

Behavioral Events The 3-Term The 3-Term

Contingency of BehaviorContingency of Behavior

A B C = F (Function)

Perceived function of

the behavior of

concern

Maintains the

behavior of concern

Behavior of concern

Antecedents to the

behavior of concern

When antecedents, the student behavior of concern to perceived function.

- the way a behavior looks a. what we observe b. description of the behavior

- the purpose that the behavior serves a. to get something b. to avoid, delay, or escape something

Why Determine the Function?Why Determine the Function?Short term:To teach the student a new skill (replacement behavior) that achieves the same function as the behavior of concern.

Ex. Handraising, saying “Hi”.

Functions of Behavior

To get: To escape:-attention -attention-activities -activities-objects -objects-stimulus -stimulus

Functional Behavioral Functional Behavioral Assessment (FBA) ProcessAssessment (FBA) Process

Positive Behavior Support

• Behavior support programs and plans must be based on a functional assessment of behavior and utilize positive behavior techniques.

• When an intervention is needed to address problem behavior, the types of intervention chosen for a particular student or eligible young child must be the least intrusive necessary.

§14.133(a), §711.46(a)

Positive Behavior Support

The use of restraints is considered a measure of last resort, only to be used after other less restrictive measures, including de-escalation techniques.

NEW

§14.133(a), §711.46 (a)

Positive Behavior SupportPositive behavior support plans –

A plan for students with disabilities and eligible young children who require specific intervention to address behavior that interferes with learning. A positive support plan must:

• Be developed by the IEP team, • Be based on a functional behavior assessment, • Becomes part of the individual eligible young child’s or

student’s IEP

NEW

§14.133(b), §711.46(b)

Positive Behavior Support

Positive behavior support plans

Such plans must include methods that utilize positive reinforcement and other positive techniques to shape a student’s or eligible young child’s behavior, ranging from the use of positive verbal statements as a reward for good behavior to specific tangible rewards

§14.133(b), §711.46(b)

Positive Behavior Support

• School entities have the primary responsibility for ensuring that positive behavior support programs meet regulatory requirements, including– the training of personnel for the use of specific procedures,

methods and techniques– having a written policy and procedures on the use of positive

behavior support techniques and obtaining parental consent prior to the use of restraints or intrusive procedures

• In accordance with their plans, agencies may convene a review, including the use of human rights committees, to oversee the use of restrictive or intrusive procedures or restraints.

§14.133(f), §711.46(f)

Positive Behavior Support

Subsequent to a referral to law enforcement, for students with disabilities who have positive behavior support plans, an updated functional behavior assessment and positive behavior support plan must be completed. NEW

§14.133(h), §711.46(h)

The following methods may NOT be used…

• Corporal punishment• Punishment for behavior that is caused by the student’s disability• Locked rooms, locked boxes, or other locked structures or spaces from

which the student cannot readily exit• Noxious substances• Deprivation of basic rights, such as withholding meals, water, or fresh air• Treatment of a demeaning manner• Electric shock• Suspension or removal s from classes for disciplinary reasons that form a

pattern.

§14.133(e 1-8)

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What is Positive Behavioral Support?

• A new way of thinking about behavior

• Broadens intervention from only one approach - reducing challenging behavior to…..

– Encompasses multiple approaches: changing systems,

– altering environments, – teaching skills, – and appreciating (actively acknowledging)

positive behavior

36

PBS Includes

• A team process for goal setting• Functional Behavioral Assessment• Positive Behavior Support Plan design,

implementation, and evaluation

This means that everyone is prepared to interact with the child in the same way.

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IEP teams determine that the student’s behavior impedes his/her learning or that of others

Start

Conduct Functional Assessment

YES

NO

NO

High Confidence in

Hypothesis

Conduct Full Functional Assessment

Develop Positive Behavior Support

Plan

Develop Positive Behavior Support

Plan

Satisfactory Improvement

YES

Monitor & Modify PBSP Regularly

Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/08 http://www.pbis.org/files/1107gsbrieffba.ppt

38

FBA is a process for gathering informationto understand the function (purpose) ofbehavior in order to write an effective

positive behavior support plan.

Functional Behavior Assessment (FBA)

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Assumptions Underlying FBA

• Behavior is learned and serves a specific purpose.– To get– To avoid

• Behavior is related to the context within which it occurs

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Questions to Address

• How often does the target behavior occur & how long does it last?

• Where does the behavior typically occur/never occur?• Who is present for the occurrence/nonoccurrence of the

behavior?• What is going on during the occurrence/nonoccurrence of

the behavior?• When is the behavior most likely/least likely to occur?• How does the student react to the usual consequences that

follow the behavior?

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Analyzing Patterns•Under what circumstances or antecedent events is the target behavior most/least likely? WHEN? WHERE? WHAT? WHO? WHY?

•What consequences or results predictably follow the target behavior? WHAT DO THEY GET? WHAT DO THEY AVOID?

•What broader issues are important influences on behavior?

42

Summary Statement

• 1. When this occurs…(describe circumstances/antecedents)

• 2. the child does…(describe target behavior)

• 3. to get/to avoid…(describe consequences)

43Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/08 http://www.pbis.org/files/1107gsbrieffba.ppt;

1.Informal •Archival Review•Problem Solving Meeting

2. Indirect •Checklist•Functional Assessment Interview•Initial Line of Inquiry

3. Direct Observation

•A-B-C data•Structured, Planned Observation

FBA

LEV

ELS

30% Reliability in identifying function

60-80% reliable

http://www.behaviordoctor.org/

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Functional Assessment Tools

• Functional Assessment Team Forms• Functional Assessment Interview Forms• Functional Assessment Behavioral

Pathways• Functional Assessment Observation Tools

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Positive Behavior Support

Functional Assessment

Behavior Support Plan

On going assessment and monitoring

4646

POSITIVE BEHAVIOR SUPPORT PLAN

Include:Include:• Antecedent StrategiesAntecedent Strategies• Skill DevelopmentSkill Development

– Reading Instruction IntensifiedReading Instruction Intensified– Social Skills InstructionSocial Skills Instruction– Communication Skills DevelopmentCommunication Skills Development– Writing InstructionWriting Instruction

• Function Based Consequence StrategiesFunction Based Consequence Strategies

How does the information from an FBA transfer to the PBSP?

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Assessment Summary:Positive Behavior Support Plan

Antecedents to the behavior of concern

Behavior of concern

Consequences maintaining the behavior of concern

Perceived function of the behavior of concernTo gain__________To avoid, escape, or postpone__________

When (antecedents to the behavior of concern)__________________________________the student (behavior of concern)____________________________________________In order to (perceived function of the behavior of concern) _________________________________________________________________________

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Competing Pathways Chart

Desired Alternative Maintaining Consequence or Function

Setting Events/Triggering Antecedents

Target Behavior Maintaining Consequence or Functions

Acceptable Alternative

Setting EventsModifications

Antecedent Modifications Behavior Teaching Consequence Modifications

Behavior Support Planning

L.Riffel 2008

49

V. GOALS AND OBJECTIVES – Include, as appropriate, academic and functional goals. Use as many copies of this page as needed to plan appropriately. Specially designed instruction may be listed with each goal/objective or listed in Section VI.Short term learning outcomes are required for students who are gifted. The short term learning outcomes related to the student’s gifted program may be listed under Goals or Short Term Objectives.

MEASURABLE ANNUAL GOAL

Include: Condition, Name, Behavior, and

Criteria(Refer to Annotated IEP

for description of these components)

Describe HOW the

student’s

progress

toward meeting this goal will be measur

ed

Describe WHEN

periodic reports

on progress will be

provided to

parents

Report of Progress

SHORT TERM OBJECTIVES – Required for students with disabilities who take alternate assessments aligned to alternate achievement standards (PASA).

Short term objectives / Benchmarks

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VI. PROGRAM MODIFICATIONS AND SPECIALLY DESIGNED INSTRUCTION FOR THE POSITIVE BEHAVIOR SUPPORT PLAN:

A Antecedent (prevention) Strategies

B Replacement Behavior

C Consequences (reinforcement) for when the student performs the replacement behavior:

C Consequences (including procedures to follow) when the student performs the behavior of concern:

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Positive Behavior Support Plans

Components

Antecedent (prevention) strategies• Remove/reduce identified antecedents to the behavior of concern

• Make the behavior unnecessary in specific situations •Assist with the performance of the replacement behavior (cues and prompts) •Long term strategies to remediate skill deficits

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Positive Behavior Support Plans

Components

Replacement Behavior (teaching and maintaining)• Identify functionally equivalent replacement behavior.

Consider…• Is the replacement behavior effective and efficient for the student to use?• The Response Effort: how difficult is it for the person to perform the behavior? (physically and/or cognitively)

5353

Positive Behavior Support Plans

Components

Consequence Strategies

Reinforcement for performance of the replacement behavior that achieves the same function as the behavior of

concern (get or escape).

5454

Reinforcement for Replacement Behaviors

Consider…Rate – how often

Immediacy – how quickly

Quality – how preferred, how much

Must match or improve on reinforcement for behavior of concern

5555

Positive Behavior Support PlansConsequence Strategies

The withholding of reinforcement for the behavior of concern. This ensures that the behavior of concern is less effective and efficient than the replacement behavior.

**This is the section that includes the crisis plan (a plan to outline the steps taken to avoid a crisis as well as the plan for when a crisis occurs)

Behaviors You See……… Strategies to Try

Function Based Assessment and Positive Behavior Support Plan Key points to remember What I will do in my

classroomResources I may need

1. Legal Requirements

2. Levels of FBA

3. Methods of Data Collection

4. Function-Based Interventions

5. Positive Behavior Support Plans

Ultimate Goals of Behavior Support

• Increased achievementIncreased achievement• Improved quality of lifeImproved quality of life• Access to reinforcersAccess to reinforcers• Access to integrated environmentsAccess to integrated environments• Access to social situationsAccess to social situations• Future employmentFuture employment

Resources: (Bazelon Center, 2006)“Way to Go”….School Success for Children with

(Kutash et al, 2006) “School-based Mental Health: An Empirical Guide for Decision-Makers” http://rtckids.fmhi.usf.edu

(Fixen, et al, 2005)“Implementation Research: A Synthesis of the Literature http://mim.fmhi.usf.edu

• Freeman, R., Eber, L., Anderson C, Irvin L, Bounds M, Dunlap G, and Horner R. (2006). “Building Inclusive School Cultures Using School-wide PBS: Designing Effective Individual Support Systems for Students with Significant Disabilities”. The Association for Severe Handicaps (TASH) Journal, 3 (10), 4-17. (www.pbis.org)

www.pbisillinois.org

www.pbis.org• O’Neill, Horner, Albin, Sprague, Storey, Newton. (1997). Functional

Assessment and Program Development for Problem Behavior. Brooks: Pacific Grove, CA.

Additional Web Resources• http://www.pattan.net- PaTTAN Homepage. Many behavior and

instruction resources.• http://www.pde.state.pa.us/pde_internet/site/default.asp - PA Dept. of

Education Homepage• http://www.bamaed.ua.edu/~eellis/ - This website contains many

effective instructional strategies.• http://www.pbis.org/ - OSEP’s Technical Assistance Center on

Positive Behavioral Interventions and Supports• http://darkwing.uoregon.edu/~ttobin/ - a variety of behavior related

links through University of Oregon• http://www.nichcy.org/pubs/bibliog/bib3txt.htm - provides a lengthy

list of books, videos, journal articles, organizations and publishers with links related to behavior

Additional Web Resources• http://interact.uoregon.edu/wrrc/Behavior.html - Western Regional

Resource Center – provides information on functional behavior assessment, positive behavior support and legal issues, etc.

• http://www.kysafeschools.org/clear/kids.html - Kentucky Instructional Discipline and Support (K.I.D.S.) Program

• http://uoecs.org/grants/ECS%20projects.htm - provides links and information on a variety of programs being run through the University of Oregon

• http://www.fmhi.usf.edu/cfs/dares/flpbs/ - provides information on Florida’s Positive Behavior Support Project

• http://www.interventioncentral.org – provides information on behavior strategies and many other items of interest

THANK YOU!!THANK YOU!!