Functional Behavior Assessments: Understanding and Intervening on Maladaptive Behavior

Susan Elswick EdD, LCSW, LSSW

What is Behavior?

Behavior is the activity of a living organism; human behavior includes everything that people do

It is an organisms interaction with its environment

Cooper Heron, and Heward (2007)

Why do students display inappropriate behaviors? Behavior is the way children communicate Many children do not have social-emotional literacy Attempt to get needs met through behaviors and

actions It has worked for them in the past (history of

reinforcement) It is a behavior that has been reinforced To fulfill a need

What Maintains Behavior?

Behaviors are maintained by what the student gets out of displaying the behavior and this is often described as the function of behavior

Function=pay off or reward for the student

Why should we intervene?

Research notes “that many students that misbehave often times also present with serious learning challenges.”

(Walker, Stieber, Ramsey, & O’Neill, 1993)“Research strongly suggests that if schools

raise their level of achievement, behavior decreases; and if schools work to decrease behavior problems, academics improve.”

(Hawkins, Catalano, Kosterman, Abbott, & Hill, 1999)

Why Should We intervene? It has been noted that “school districts that utilize

office referrals, out-of-school suspensions, and expulsions-without a comprehensive system that teaches positive and expected behaviors and rewards the same- are shown to actually have higher rates of problem behavior and academic failure.”

(Mayer, Butterworth, Nafpaktitis, & Suzer-Azaroff, 1983)

Why is it important to determine functions of behavior? Keeps us from continuing ineffective

interventions Helps to determine appropriate

interventions Saves time and resources Assists in increasing the likelihood that the

students outcomes will be successful

The Law:When are FBAs required by IDEA ‘97

An FBA must be conducted if suspensions or placements in an alternative setting

equal more than 10 school days in a school year suspensions or placements constitute a change in

placement (length, duration, proximity) the student is placed in an Interim Alternative Education

Setting (IAES) for 45 days for weapons or drug offenses a due process hearing officer places a student in an

IAES for behavior that is dangerous to self or others(Drasgow & Yell, 2001)

The Law:When Should FBAs be Conducted?

An FBA should be conducted when the student’s problem behavior impedes the

learning of self or others when there is a known history of problem behavior when the student’s suspensions or placements

approach 10 cumulative days when the student’s behavior presents a danger to self

or others(Drasgow & Yell, 2001; Martin, 1999)

Timelines for FBAs

FBAs must be conducted within 10 business days when the student*is first removed for more than 10 school days*removed in a manner that constitutes a change in

placement*placed in an IAES for dangerous behavior

* BIPs based on the FBA must be implemented as quickly as possible

Three Major Points Supporting the Disciplinary Changes of IDEA’97

Emphasis on the use of positive behavioral interventions, supports, and services for students who exhibit behavior problems

Use of positive programming to teach appropriate behaviors rather than simply using punishment-based procedures to eliminate inappropriate behavior

Updates to FBA BIP Law

New Special Education Restraint Law and the BIP process

Parental permission is required prior to conducting an FBA

Violations of the Law: National Due Process Hearings

School districts lost in 13 out of 14 (94%) state level due process hearings.

School districts failed to conduct an FBA and develop a BIP when it was required by IDEA in 11 of the cases.

School districts lost in 3 of the cases for development of an inadequate FBA.

Three Tiered Service Model

Academic Systems Behavioral SystemsIntensive, Individual Interventions•Individual Students•High Intensity

Intensive, Individual Interventions•Individual Students•High Interventions

Targeted Interventions•At-risk students•Classroom/small group remediation

Targeted Interventions•At-risk students•Classroom/small group focus

Universal Instruction•All settings, all students•Preventive, proactive

Universal Prevention•All settings, all students•Preventive, proactive

1-5%

80-90%

5-10%

1-5%

5-10%

80-90%

PBIS

PBIS

Who can conduct an FBA and write a BIP?

Functional Behavior Assessment

It uses an ABC approach (antecedent, behavior, and consequence)= 3 term contingency

The first step in addressing problem behaviors Gathers data about the student and their behavior

(indirect and direct assessments) Includes an interview of the teacher, family, and the

student Identifies students strengths and needs; reinforcers and

preferences Helps to reveal patterns in behaviors

Antecedent

Antecedent- The set of environmental conditions that immediately occur before a behavior

Directives/ direct request, redirection, ask to complete/ participate in a non-preferred activity, etc.

Behavior

Behavior- A movement that produces a change in the environment

Consequence

Consequence- The set of environmental conditions that immediately occur after a behavior

Sent to the office, placed in time out, teacher supplied a verbal reprimand, teacher provides attention, student is given a wanted toy, etc.

4 Functions of Behavior

There are Four Functions:Attention- from peers and adultsEscape/ Avoidance- from persons, activities,

or environmentSensory- tactile needs or inputsAccess to a Tangible- an actual item (pencil,

computer, food, etc)

How to Determine Function?

Functional Behavior Assessment (FBA) A systematic method of assessing information

about the purpose of a problem behavior; results are used to guide interventions

Cooper, Heron, and Heward (2007)

Phases of FBA

Phase I: Descriptive Phase

Phase II: Interpretive Phase

Phase III: Verification Phase

Phase IV: Treatment Implementation & Monitoring

Phase I: Descriptive Phase

Indirect Methods• Interviews - Teacher, Parent, Student• Rating Scales• Academic Record Review• Discipline Record Review• Previous Intervention Attempts

Phase I: Descriptive Phase

Direct Methods - Direct Observations• Scatter Plot• ABC Assessment• Frequency or Event Recording• Interval Recording• Rating Forms

Phase II: Interpretive Phase

Involves the development of hypothesis or summary statements about the triggers (antecedents) setting off the behavior and events (consequences) maintaining behavior.

Phase III: Verification Phase

Direct changes are made in the environment to test the hypothesis or summary statements.• Functional or Experimental Analysis

Hypothesis-based Multi-element (multiple behaviors) Brief

• Intervention Testing

Phase IV: Intervention Development & Monitoring

Focus on increasing positive behaviors Focus on teaching skills Focus on making problem behaviors inefficient,

ineffective, and irrelevant Focus on proactive instead of reactive strategies Monitored closely for integrity

• Direct Observation• Intervention Checklists

Indirect Assessment Indirect Methods

• Interviews - Teacher, Parent, Student

• Rating Scales• Academic Record

Review• Discipline Record

Review• Previous Intervention

Attempts/ Review

Questions1. What is the setting event? (happens before they

get to us)2. What appears to set off the problem behavior

(antecedent/the predictor/ trigger)?3. What do the problem behaviors look like?4. What happens right after behavior occurs?

(consequence)5. What does she gain from the behavior

(function)?6. What do you want her to do instead?

(replacement behavior) It’s as easy as the A-B-C’s!!!

Examples of Indirect Assessments

Motivational Assessment Scale (MAS) Created by Durrand and Crimmins 1986 Likered scale assessment used to determine

function of the behavior Assists with determining function of behavior Indirect Observation Measure

Other examples: FAST, QABF, FAI, etc.

Direct Assessment

Direct Methods - Direct Observations• Scatter Plot• ABC Assessment• Frequency or Event

Recording• Interval Recording• Rating Forms

Additional Considerations

Many problem behaviors may serve one function One problem behavior may serve multiple

functions in the same setting Same problem behavior may serve a different

function in a different context Function of a particular behavior may change

over time

He does not care about anything!?!Choosing a Reinforcer Preference Assessments are important Index Card Forced Choice Preference Assessment Hierarchy of Reinforcers Free play observation Interviews Understanding satiation/ deprivation

Functional Analysis

Direct changes are made in the environment to test the hypothesis or summary statements.

• Functional or Experimental Analysis

Hypothesis-based Multi-element (multiple

behaviors) Brief

• Intervention Testing

How to Conduct an FA in the classroom? Use in Context of the Classroom Do 5 minute sessions in each condition

AloneAttentionPlayDemand

Functional Analysis Protocol

Condition EO Consequence ContingencyAttention Ignored Th. Attends to PB Pos reinf

(dep) (attention)________________________________________________________Demand Present Time out for PB Neg Reinf

Demand (escape)Alone No stimulation N/A N/A

(automatic)Play No work, open, N/A Control

free time, attention

Ways to Change Behavior Change the Antecedent

The set of environmental conditions that immediately occur before a behavior

Changing the “A” actual cuts problem behavior before it gets out of hand (PBIS Techniques)

Change the Behavior A movement that produces a change in the environment This is actually occurs by teaching Replacement Behaviors

Change the Consequence The set of environmental conditions that immediately occur after

a behavior This takes great patience, strength, and consistency

Replacement Behaviors

Replacement behaviors are behaviors you want to replace the target/ maladaptive behaviors displayed.

You Must Teach Replacement Behaviors!!!

Identifying Teachable Moments

Data Collection Understanding data collection is imperative to

accurate data collection, seeing a true picture of target behavior, and ensuring fidelity of the intervention/ assessment

Types of data collection/ recording: Partial interval Whole interval Latency Frequency/ rate Duration

Partial Interval

Type of Interval RecordingUsed for behaviors that appear continuousProvides an estimate of actual number of

times the behavior occurs target behavior counted if it happened

anytime during the interval (over estimate)

X

15s 30s 45s 1min 1m 15 1min 30

Whole Interval Type of Interval Recording

Used for behaviors that appear continuous Provides an estimate of actual number of

times the behavior occurs Occurrence of target behavior counted ONLY

if it lasts the entire predetermined interval (underestimate of behavior)

15s 30s 45s 1min 1m 15 1min 30

X

Duration

Used to look at the length of time the student engages in the behavior

Latency

Similar to duration but more interested in when behavior stops and starts

How long it takes a student to respond to a teacher request … “Clear your desk and get out a piece of paper and a pencil.”

Frequency/ rate

Event RecordingTotal count of number of times the behavior

occursTally marks used to determine frequency

Other ways to Collect Data about Behavior A-B-C (Continuous or Narrative Forms) Clickers Timers (Red-All-Gone) The Penny Pass

Sample Behavior Trackers

Name: ____________________________ Date: ________________Please indicate whether the student has met the goal during the time period indicated:

Meets = 2 pts So, so = 1 point Doesn’t meet = 0 ptsHUG Daily Goal _____/_____ HUG Daily Score _____/_____Teacher Comments: Please state briefly any specific behaviors or achievements that demonstrate the student’s progress.

GoalsAM to

Recess AM RecessAM Recess to

LunchLunch Recess PM

Be Safe

Be Kind

Be Responsible

Total Points          

Teacher Initials          

Parent’s Signature ___________________________________Parent’s Comments ___________________________________________________________________________________________________________________________________

H.U.G.(Hello, Update, Goodbye)

Collect data pre, during, and post intervention Determine the target behavior Define it in clear operational terms Determine when to collect data What data collection method/recording type Data collection (observation, reports, data logs,

measurement tool/ assessment, etc) Collect baseline data collected prior to intervention Summarize and graph data Put an intervention in Place/ monitor- still collecting data Review data and make changes as needed

Graph the data: Visual Analysis of Data This type of clinical evaluation assists the

clinician/teacher with making data driven decisions in practice.

Can see instantly if the intervention is working

Great proof of intervention success Baseline data is needed…

What is a BIP? Behavior Intervention Plan includes:

Focus on increasing positive behaviors Focus on teaching skills Focus on making problem behaviors inefficient,

ineffective, and irrelevant Focus on proactive instead of reactive strategies

Monitored closely for integrity• Direct Observation• Intervention Checklists (this is needed for BIP

implementation)

Behavior Intervention Plans should include:Replacement behaviorWell defined target behaviorGoal for target behaviorPositive Behavior Interventions Supports

Interventions

Interventions should be based on the functions maintaining the behavior

Utilize data gathered in the indirect and direct assessment process to drive your interventions

Putting an inappropriate intervention in place can be counterproductive and actually reinforce the target behavior

How to Write an Effective BIP Use a Strengths based approach Write specific, observable, obtainable, and

measurable goals Use the function of the behavior (your FBA

results) as your driving tool for writing a BIP Allow the student some autonomy Use PBS techniques (Positive Behavior

Strategies)

How to IMPLEMENT an Effective BIP Monitor and evaluate BIP (for 3-4 weeks) Update BIP if progress is not noted Teach Replacement Behaviors (WE

MUST TEACH!)

Things to Remember before intervention… Planned Ignoring-

Break eye contact, move away, and use a stony face/ silence Praise-

Immediate Frequent Enthusiastic Eye contact Describe behavior (behavior specific praise) Variety

Jenson, 2003

Words of Caution

While the following slides are grouped by function, many interventions work with multiple functions and/or regardless of the function (response cost or punishment-based interventions)!

Interventions for Attention-Maintained Behaviors

Attention Maintained Behavior Interventions The Attention Tag/ Ribbon

Non-exclusionary timeout procedure Need a ribbon or a tag that is visible and noticeable Student is supplied the ribbon/ tag upon arrival to

school If student displays unwanted behaviorThen the ribbon is removed and student is ignored for 3

minutes or until misbehavior stopsJABA

Attention The Good Behavior Game Interdependent Group contingent reinforcement procedure Created in 1969 by Barrish, Saunders, and Wolf for a 4th grade classroom How?

Explain GBG Game Create group rules/ posters (students assist) Define and explain behaviors that are wanted in class and explain

behaviors that will create a loss in points Practice appropriate behavior/ expectations (role play, rehearsal, etc) Designate a time to use the GBG Allow students to choose a group reward (preference assessment) Create groups/ teams Track daily with tally marks visible on wall/ board (public posting)

Attention

Caught ‘ya Being Good Uses Positive Behavior Intervention and

Supports/ Antecedent Control The premise is to catch the students

“Being Good” and Praise him. This focuses on praise for positive behaviors which encourages good behavior.

Caught ‘ya Being Good

Taking Pictures Make it a Mystery Have a Bulletin Board Make an “Ultimate” Incentive Afternoon Announcements/ Letters Stickers/ Stars/ Necklaces/ Silly Bands Identified students get to have lunch with the

principal PBIS/ JABA

Attention

Proximity Control/ Proximity Praise- Teacher stays within close proximity of the

student who is displaying inappropriate behavior.

Instructor ignores misbehavior of the student and praises students near by that are displaying appropriate behavior

Then when student modifies his behavior IMMEDIATE praise must be implemented

Attention

Differential Reinforcement – It is the reinforcement of one form of the

behavior and not anotherUses positive reinforcement to differentiate

appropriate student behavior from inappropriate behavior

Types of Differential Reinforcement

DRO- (Other) ignore problem behavior while reinforcing any replacement behavior within a specified time frame

DRA- (Alternative) ignore inappropriate behavior and reinforce an alternative behavior

DRH- (High Rates) reinforce only after the appropriate behavior has happened a set/ determined number of times

DRL- (Low Rates) reinforce individual only if the behavior occurs at a predetermined low rate

DRC-(Communicative) ignore inappropriate behavior and reinforce a replacement skill/ communication skill that leads to a need

DRI- (Incompatible) Instructor reinforces a behavior that actually interferes with the inappropriate behavior and ignores the inappropriate behavior

Attention Extinction-

Extinction is the non-reinforcement of previously reinforced behaviors

This procedure includes ignoring a behavior-withholding attention for a previously reinforced response

When inappropriate behavior is ignored another appropriate behavior must be reinforced (Fair Pair Rule)

Beware of the difficulty of using extinction in a classroom!!!! What is an extinction burst???

Attention

Token Economy

A Token Economy is a reinforcement system that uses symbols to change behavior. Tokens are earned for good behaviors, and later exchanged for a preferred item/ activity/ reinforcer

Check-in Check-out Cycle

Morning Check-In

Teacher Checks

Afternoon Check-Out

Home Check-In

Teacher Checks

Class Check-Out

Class Check-In

BIPWeekly Data Review

4-5 Weeks Graph Reviewed

Program Update

Exit

Attention

Check-in Check-out (CICO)

GOALS Language Arts

Math Reading Social Studies/ Science

Total Points

1. Follow the teacher’s directions the first time.

0 1 2 0 1 2 0 1 2 0 1 2

2. Complete all assignments in a timely manner.

0 1 2

0 1 2 0 1 2 0 1 2

3. Complete all homework assignments.

0 1 2 0 1 2 0 1 2 0 1 2

Teacher InitialsParents Comments

Take a 10-15 Minute Break

Interventions for Escape-Maintained Behaviors

Escape Maintained Behavior Interventions Overcorrection-

Restitutional- requires student to correct the effects of the misbehavior by restoring the environment to better than its original condition

Positive- requires student to practice appropriate behavior an abundant number of times

Neutral Practice- student repeats an action that is neither related to terminal behavior nor is it restitutional/ also known as contingent exercise

Full Cleanliness- used in potty training

Escape Maintained Verbal Prompt- Use questions to prompt behavior Gestural prompt- teacher uses gestures to encourage behavior Physical/ tactile prompt- touch students shoulder, hand, finger, etc Manual Guidance- known as hand over hand

Use a least to most prompting system “Wait, Ask, say, show, do” wait for child to initiate after a directive

is provided, ask the student a general question, “what do you need to do?,” say what is expected, show a gesture, and then prompt to complete the action.

Escape

Non-contingent Break/ Chunking the workAllowing the student a break on a fixed

schedule/ intervalBreak the activity into smaller parts that are

followed by a reinforcer/ breakYou can also do a contingent break procedure

Escape

Break Card- This is a procedure that is based on Skinner’s Verbal

Behavior- manding procedures Student must be taught to request a break in an

appropriate manner Need a visual cue (let student choose) Set a limit on the break card Make sure all teachers are allowingThis contingency

Escape

Therapy Box- (Differential Reinforcement of Communicative

Behavior) Procedure teaches student to mand for a break Uses a break card contingency Teaches the student and teacher about behavior

chains Emotional Literacy training

Escape Behavioral Momentum-

Helps to increase compliance Usually seen in activities that are viewed as difficult for the

student This procedure includes identifying a minimum of three

behaviors which are considered high probability behaviors (student can and will complete). At least three request using the high p are done in succession immediately before making a request to complete a low p activity.

Once compliance is started it will usually continue…remember that praise is needed after each high p activity is completed

Escape

Daily Schedule (Visual)- Use a small visual schedule on the students desk Pocket schedule The student can actively participate in checking off

completed work Visibly see what is coming next Use this in conjunction with a break card (set up on

schedule when breaks will happen)

Visual Schedule

Escape Layered Grouping

A strategy used to provide appropriate instruction for each person in the group. This is a type of differentiated instruction.

Start off with a basic group skill, after the initial group period, dismiss students whom upcoming events will not be appropriate (you can use a timer), they work in a smaller group on needed skills, then after the second activity is completed a few more students are dismissed, the last group is held with the most accelerated students that is focused on more challenging materials and then lengthen group time for each group. This is a great way to utilize independent study areas, rotations, etc…

Escape

Runners We must make the classroom a better set

of conditions Where is the kid going? Safety first Stimulus Pairing with a Visual Symbol Teaching a manding procedure for a break

Interventions for Beh Maintained by Access to Tangible

Access to Tangible

“First - Then” Contingency or “If-Then” First-Then Boards are used to assist the

student with understanding and completing task before participating in a preferred activity

Offering Choices…

Sample First/Then Boards

Tangible

Busy Box- Follows the First-Then Contingency Conduct a Preference Assessment (tangible likes) Place tangible rewards in a shoe box Student has access to the box after a terminal

behavior is observed Can be helpful for students who finish work quickly

too

Interventions for Sensory-Maintained Behaviors

Sensory Provide sensory outputs Wiggle Games/ movement activities

Taking a Shower Getting Ready for Bed Get Ready Spaghetti/ Melt Like an Ice cream Cone Use Movement activities during transitions too (tip toe

to the table, walk like a quiet monkey, etc) Throwing the Wiggles

Sensory Box Scheduling OT/PT after hard work activities

Sensory Self-monitoring-

Very effective for student with ADHD, Asperger’s, and Impulse control issues

Student is made aware of the maladaptive behavior they display The student is informed of the behaviors that are expected Coping skills are taught to assist with sensory needs Student ranks himself on displaying appropriate behavior Timer used/ motovator (watch/ beeper)/ sound. The system is

set to go off on a fixed schedule. When the timer goes off the student grades themselves on behavior at the time the timer went off, every 5th time the timer goes off the teacher is prompted by the student to grade the student

Assists student with self-regulation

Sensory

Differential Reinforcement of Incompatible Behaviors (DRI)-This is used to stop maladaptive behaviors

from happening due to the inability for the student to participate in the unwanted behavior while completing other tasks

(thumb sucking, hand flapping, nail biting, etc)

Sensory Maintained Behavior

Provide Opportunities for Kinesthetic Learning Kinesthetic Learning, also known as Quantum

Learning, uses touch and movements to help students learn

Think of learning to drive a stick shift; your brain remembers through

your body’s coordinated movements

Sensory-Kinesthetic Active involvement in dramatic skits, field trips, hands-on projects,

and physical activity helps students remember and retain knowledge they may loose if the material was only seen or heard…

Think Show! Practice Social Skills (taking Turns) by partnering in a dance, play or

exercise Rehearse math or counting facts while marching or skipping Learn vocabulary definitions while encountering flashcards

alongside an obstacle course Learning Left and Right through dance moves Science Experiments Teach concepts such as open and close with a door/ box, over and

under with an obstacle course

Sensory

Weighted vest Undershirts Theraband around legs of chairs Fidgets Velcro under desk Contingent Break for sensory break

Resources http://www.usu.edu/teachall/text/behavior/LRBI.htm www.pbis.org www.interventioncentral.com www.disciplinehelp.com http://csefel.vanderbilt.edu/ http://iris.peabody.vanderbilt.edu/rti01_overview/

chalcycle.htm www.learningearnings.com www.educatorshandbook.com http://seab.envmed.rochester.edu/jaba/

Resources 2002 Surgeon General’s Report on Antisocial Behavior

(http://www.surgeongeneral.gov/library/youthviolence/) Center on Social and Emotional Foundations for Early Learning

(http://www.csefel/uiuc.edu/what-works.html) Florida PBS Project (http://flpbs.fmhi.usf.edu/index.asp) Center for the Study and Prevention of Violence

(http://www.colorado.edu/cspv/) Safe and Responsive Schools Project

(http://www.indiana.edu/~safescchl/index.html) Collaborative for Academic, Social and Emotional Learning

(http://www.casel.org/home/index.php)

Behavior Services of the Mid-South LLCDr. Susan ElswickCEO/ President(901)484-3546behaviormidsouth@gmail.com