Functional Behavioral Assessment; Analyzing Data...

A Series of 12 Modules on

Functional Behavioral Assessment; Analyzing Data/ Designing Behavior Intervention Plans, Implementation & Progress Monitoring

June 6, 2014

Carol Dawson Ed.D., Director of Behavior Support

Angela McBride M.S.Ed., Director of Evaluation and Eligibility

Division of Specialized Instruction and Student Support

Module 9:

Using the Behavior Intervention

Plan to Implement and Evaluate

(WHO will do WHAT by WHEN

and HOW?)

Series of 12 Modules on FBA

Module 1. An Introduction to Functional Behavioral

Assessment; Using D.A.S.H. to Define, Ask, See &

Hypothesize about Behavior; and DEFINING Behavior

Module 2. The ABCs of Understanding Behavior—

Antecedents, Behavior, Consequence, Function & Setting

Events

Module 3. D.A.S.H. ASKING about Behavior: Interviewing

Staff, Student & Parent/Caregiver (INDIRECT DATA)

Module 4. D.A.S.H. SEEING Behavior: Observing the

Student (DIRECT DATA)

2

Series of 12 Webinars on FBA (cont.)

Module 5. D.A.S.H. HYPOTHESIS Verification: Comparing

INDIRECT & DIRECT DATA

Module 6. Choosing Data Collection Tools and Completing

the Hypothesis Statement with Baseline Data

Module 7. Introduction to Behavior Intervention Planning

(BIP) and the Competing Behavior Pathway; Looking at

Replacement vs. Desired Behavior

Module 8. Function-Based Behavior Intervention Strategies

for Antecedents, Setting Events and Consequences;

Teaching New Behavior(s)

3

Series of 12 Webinars on FBA (cont.)

Module 9. Using the Behavior Intervention Plan to Implement

and Evaluate (WHO will do WHAT by WHEN and HOW?)

Module 10. Progress Monitoring—Checking for Success

Module 11. Aligning the Functional Behavioral Assessment

and Behavior Intervention Plan with the Individual

Education Program

Module 12. Continuum of Multi-Tiered Systems of Support—

What does this look like for Tier 1, Tier 2 and Tier 3?

4

Webinar Downloads • Module 9 PowerPoint

• Module 9 (Optional Forms): • Handout: R.A.C.E.R.

• Form: Behavior Intervention Planning Process: Developed from a Functional Behavioral

Assessment—Build a Competing Behavior Pathway (Blank and Case Study Anthony)

• Form: Implementation Plan for the BIP (Blank and Case Study Anthony)

• Form: Daily Behavioral Assessment (Generic and Case Study Anthony)

• Form: Teacher’s Daily Chart of Problem Behavior and Alternative/ Replacement Behavior

(Frequency Chart including Intensity, Duration & Latency)

• Form: Teacher’s Weekly Chart of Problem Behavior and Alternative/ Replacement Behavior

(Frequency Chart including Intensity, Duration & Latency)

• Form: Frequency Chart including Intensity, Duration & Latency

• Form: Frequency Charts with 60 Minute Intervals, 30 Minute Intervals and Blank Intervals

• The THREE REQUIRED FORMS for FBAs and BIPs

1. Functional Behavioral Assessment (December 2013)

2. Behavior Intervention Plans (December 2013)

3. Considerations for Positive Behavior Support Form (December 2013)

can be downloaded with this webinar or accessed at

https://portal.nycenet.edu/SpecialPopulations/SpecialEd/Behavior.html

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Module 9 Outcomes:

• Explain the meaning and importance of “Contextual Fit”

• Describe the essential components of implementation plans

• Define the necessary components of evaluation plans and

provide examples of appropriate short-term goals

(alternative/replacement behavior) and long-term goals (desired

behavior)

• Describe possible data collection tools to track student progress

and implementation fidelity

6

Test your Knowledge

1. ALL Behavior Intervention Plans begin with:

o Discipline data

o Social skills lessons

o Behavior charts

o A complete and accurate FBA Summary/Hypothesis Statement

7

Test your Knowledge

2. What types of intervention strategies should be included in

a Behavior Intervention Plan?

o Setting Event Strategies

o Antecedent Prevention Strategies

o Behavior Teaching Strategies

o Consequence Strategies

o All of the above

8

Test your Knowledge

3. Setting Event Strategies are designed to (choose two):

o Eliminate identified setting events

o Ignore the impact of setting events

o Notify staff of upcoming problems

o Build in a neutralizing routine to defuse the effects of a setting

event

9

Test your Knowledge

4. Replacement/Alternative Behavior is:

o A long-term goal including social skills and organization skills

o Optional

o A short-term goal which is functionally equivalent, easy to do,

and socially appropriate

o Not related to the function of the behavior

10

Test your Knowledge

5. Antecedent Strategies:

o Directly address the identified antecedent

o Directly address the function of the behavior

o Eliminate or reduce triggers

o Prompt new behaviors

o All of the above

11

Test your Knowledge

6. Teaching Strategies should be developed

o For the replacement/alternative behavior

o For the desired behavior

o For skill, performance, and/or fluency deficits

o All of the above

12

Test your Knowledge

7. Consequences should (choose two):

o Reward appropriate behavior

o Be punitive in order to teach the student a lesson

o Maximize the payoff for problem behavior

o Minimize the payoff for problem behavior

13

14

?

3. Consequence/

Outcome

3. Function

?

1. Behavior

?

2. Antecedent

4. Setting Event

Test your Knowledge 8. The SUMMARY STATEMENT/HYPOTHESIS is provided.

Develop the Competing Behavior Pathway by adding the

following: Replacement/Alternative Behavior, Typical

Consequence, Desired Behavior

Module 9:

Using the Behavior Intervention

Plan to Implement and Evaluate

(WHO will do WHAT by WHEN

and HOW?)

FBA

(Functional

Behavior

Assessment)

BIP

(Behavior

Intervention

Plan)

Behavior Intervention Process

Two Main Components

Setting Events Triggering

Antecedents

Desired

Behavior

Problem

Behavior

Acceptable

Alternative

Behavior

Maintaining Consequence

Maintaining

Consequences

Setting Event

Strategies

Antecedent

Strategies

Behavior Teaching

Strategies Consequence

Strategies

COMPETING BEHAVIOR PATHWAY

BEHAVIOR INTERVENTION STRATEGIES

Behavior Intervention Planning

FUNCTION

Linking FBA to BIP

Setting

Events

Antecedents

Behavior

Maintaining

Consequences

18

Setting

Events

Strategies

Antecedent

Strategies

Teaching

Behavior

Strategies

Consequence

Strategies

Setting Event

Strategies

Antecedent

Strategies

Teaching

Strategies

Consequence

Strategies

Eliminate or

Neutralize Effects

of Setting Events

Prevent/ Reduce

“Triggers”

Prompts for

Alternative/

Replacement

and Desired

Behavior

Teach Alternative/

Replacement

Behavior

Teach Desired

Behavior/

Academic/

Social Skills/

Organizational

Skills

Reinforce Alternative/

Replacement and

Desired Behavior

Response to Problem

Behavior (Reduce

Reinforcers)

Identifying Behavior Intervention Strategies Team identifies a range of strategies/ interventions to address:

- Prevention

- Teaching

- Consequences

We consider the FUNCTION of the problem

behavior when selecting these strategies.

20 6/9/2014

Increase

Desired

Behavior

Prevent

and

Decrease

Problem

Behavior

Goal of the

Behavioral Intervention Plan

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Replace problem behavior with a socially acceptable, efficient

behavior that allows the student to obtain the pay-off/function.

Antecedent strategies are developed to directly address

triggers to prevent problems & prompt replacement behaviors

based on the function of behavior. We also use setting event

strategies to neutralize or eliminate the setting event.

Correct behaviors by quickly & effectively redirecting the

student to replacement behavior

Extinguish behaviors by ensuring that problem behaviors do

NOT pay off for the student (i.e. does not result in the function of

behavior)

Reinforce replacement & desired behaviors based on

function/pay off for the student

R.A.C.E.R.

Setting Events

Strategies

Antecedent

Strategies

Behavior

Teaching

Consequence

Strategies

BEHAVIOR INTERVENTION PLANNING

Neutralize/ Eliminate Setting Events

Add relevant and remove irrelevant triggers

Teach alternative that is more efficient

Add effective and remove ineffective reinforcers

From: Loman and Borgmeier, 2010

1. Define the Problem Behavior

2. Conduct assessment for behavior intervention planning

a. Functional Behavioral Assessment

• Defining behavior in observable & measureable terms

• Ask staff, student & parent/caregiver about where, when, & why behavior occurs

• See the behavior(s) during specified classes/ subjects /activities

• Hypothesize a final summary of where, when, & why behavior occurs

3. Design an individualized Behavior Intervention Plan (BIP)

• Ensure technical adequacy

• Ensure contextual fit

4. Ensure Fidelity of Implementation

5. Monitor Plan’s Impact on Student Behavior

Adapt BIP and

implementation as needed

based on on-going

monitoring

The Basic FBA to BIP Process

Adapted from Horner, Albin, Todd, Newton & Sprague, 2011

Critical Components of Behavior

Intervention Plans

#1: Competing Behavior Pathway (previous Module 7)

#2: Function-Based Setting Event/Antecedent Preventive, Teaching

Behavior & Consequence Strategies (previous Module 8)

#3: Implementation Plan

#4: Evaluation Plan

(NOW—Module 9)

Contextual Fit

Selecting Behavior Intervention Strategies

Once the team has identified function-

based intervention strategies it is

important to also:

Ensure CONTEXTUAL FIT of those

strategies

What is Contextual Fit?

Why is It Important? Contextual fit refers to the extent to which support

strategies “fit” with:

The skills and values of the implementers

The available resources

Administrative supports in place

In other words… How FEASIBLE are the strategies?

Strategies with good “fit” are more likely to be implemented

with fidelity!!

Considerations to Help Ensure

Contextual Fit How will BIP implementers be involved in the design/selection?

Which strategies are consistent with the skills of the implementers?

> Would additional training be needed? Who would provide training?

How can the necessary resources be made available (staff, time, space)?

> Are there other interventions already being implemented in our school that can be modified to fit this student’s particular needs?

How do the selected strategies fit with the values of team members and those who will be implementing the plan?

> Are they perceived as (a) likely to be effective, and (b) in the best interest of the student?

What administrative support will be provided for the selected interventions/ strategies? Is the plan consistent with current school-wide positive behavior support structure?

Considering Contextual Fit

How can we revise the strategies while still preventing problem

behavior?

Consequence Strategies

Reinforce Desired Behavior

When on task for 15 min,

the student will be allowed

to go to back table to play a

game with another student

Minimize Reward for

Problem Behavior

Student will stay after

school until math

assignments are completed

Consequence Strategies

Reinforce Desired Behavior

When student has been

on task for 15 min, she

will be allowed to sit

quietly at her desk and

read or draw for 5 min

Minimize Reward for

Problem Behavior

Student will complete

work during “choice

time”

Staff Concern:

Staff feel that

this reward will

be too disruptive

to the rest of the

class

Staff

Concern:

Staff agree

that this is

function-based

but is not

feasible

Implementation Planning:

Who will do what, by when, and how?

Who is responsible for implementing each part of the intervention?

What specific activities will be involved? How will it be done?

When will each part of the plan be implemented?

Let’s Examine the Form

(Blank & Case Study Anthony)

31



32

Tasks Person

Responsible

By

When

Tools /

Data Collection

Methods

Review Date:

_______________

Evaluation

Decision

Continue? Y or N

Modify? Y or N

Prevention:

Make problem behavior irrelevant

Strategies to Neutralize or

Prevent Setting Events:

How will you change the

environment to reduce

triggers for problem

behavior(s) and increase

success of new

behavior(s)?

Teaching:

Make problem behavior inefficient

Replacement Behavior(s):

How will you teach new

behaviors?

Consequences:

Make problem behavior ineffective

Response after new

behavior(s) occur

(increase reinforce):

Response after problem

behavior(s) occur (reduce

reinforcer):

Implementation

Planning

33

What

SE A B C

SE

A

B

C

Behavior Intervention

Planning Process

Tasks Person

Responsible

By

When

Tools /

Data Collection

Methods

Review Date:

_______________

Evaluation

Decision

Continue? Y or N

Modify? Y or N

Prevention:








success of new

behavior(s)?

Teaching:




behaviors?

Consequences:


Response after new

behavior(s) occur




reinforcer):

Implementation

Planning

34

What

SE

A

B

C


Planning Process

What Who When How &

tools to

measure

NYCDOE form—Functional Behavioral Assessment (December 2013):

Setting Event Strategies Antecedent Strategies Behavior Teaching Strategies Consequence Strategies

How will you neutralize or

prevent setting events?


environment to reduce triggers

for problem behavior(s) and

increase success of new

behavior(s)?

Replacement Behaviors:


behaviors?

Response after new behavior(s)

occur (increase reinforcer):



reinforcer):

35

Intervention Strategies:

NYS Regulation: [200.22 (b) (4) (ii), 200.1(mmm)]

(What, where, when, how) must be developed BASED ON THE FUNCTIONAL HYPOTHESIS within the

FBA. Include strategies to alter the setting events and antecedents to prevent the targeted problem

behavior(s) as well as strategies to alter the consequences that currently maintain the targeted problem

behavior(s). Include strategies that will be used to teach alternative and replacement behaviors that serve

the same function as the targeted problem behavior(s) while building skills that will make the targeted

problem behavior(s) no longer necessary.

Implementation Planning Considerations

It is not enough to simply write down the strategy. We need to

consider:

> What materials need to be made/gathered before we can use this strategy? ( ex. visual reminders, reinforcement system)

> How (specifically) are we going to teach the replacement behavior?

Who will teach it? When? What examples/non-examples will we use? Opportunities to practice?

> How will we begin teaching desired skills?

> How might accommodations/scaffolding be developed to the student’s academics to better meet his/her needs? Who will do this?

36

Ensure that Staff Understand

How to Implement the

Behavior Intervention Plan (BIP) The BIP will not be implemented if:

> Staff don’t understand how to do it

The BIP will not work if: > The BIP is being implemented incorrectly

Staff may need to practice Role-playing, Modeling and Feedback prior to BIP Implementation > Role-play with teacher/staff outside of problem context

What actions will be taken, what words will be used, what materials are needed and how will they be used?

> Observe BIP strategies being implemented in the problem context Behavior Support Team member observes implementer (probably teacher) and

provides feedback

If necessary, Behavior Support Team member models correct procedures

Behavior Support Team member and implementer problem solve around unexpected situations/results (“What if...?” situations)

Behavior Intervention Plan Strategies

Implementation Plan

Case Study Anthony

Setting Event Strategies Antecedent Strategies Teaching Strategies Consequences Strategies



Check-in with Anthony

before entering the

classroom

Teach self-regulation

strategies





success of new behavior(s):

Teacher will privately prompt

Anthony to begin work

Remind Anthony that he can

request a break if he needs it

by using a hand signal

Provide a choice of tasks

based on reading ability

(intersperse group and

individual tasks to encourage

collaboration with peers).

Alternative/Replacement

Behavior

Teach hand signals to

express needs


behaviors?

Teach Anthony to use a hand

signal to request help/ break /

additional time / transition to

a new task

Teach Anthony to use self-

regulation strategies when

frustrated

Response after new

behavior(s) occur (increase

reinforcer):

Anthony earns points for

extra reading or computer

time when he completes the

assigned task

Anthony receives a weekly

note home documenting his

success in task completion

Anthony earns preferred

time with the AP at lunch



reinforcer):

Anthony does not gain

access to the AP’s office

when he leaves his

seat/room, but will complete

work in the resource room.

Anthony’s Implementation Plan for BIP Tasks Staff

Responsible

By

When

Tools / Data

Collection

Methods

Prevention



Check-in before each class




behaviors(s) and increase

success of new behavior(s):

Prepare materials to his

instructional level &

preferences

Remind him to use hand

signals to express needs

7th grade staff

12/20/13

Daily Behavioral

Assessment

Sheet

Materials guided

by IEP &

assessment of

instructional level

and preferences

39

Anthony’s Implementation Plan for BIP (cont.)

Tasks Staff

Responsible

By

When

Tools / Data

Collection

Methods

Teaching

Alternative/Replacement

Behavior

Teach hand signals to express

needs


behaviors?

Refer to IEP for needed

academic supports & social

skills lessons in

frustration/anger mgmt. and

self-monitoring

7th grade staff

and Ms. A

(counselor)

12/20/13

Lesson Plans for

hand signals

Lesson Plans for

frustration/anger

mgmt.

Staff Progress

Monitoring Tool

Student self-

monitors with

Daily Behavioral

Assessment

Sheet

40

Anthony’s Implementation Plan for BIP (cont.)

Tasks Staff

Responsible

By When Tools / Data

Collection

Methods

Consequences

Response after new

behavior(s) occur (increase

reinforcer):

Anthony earns points which

give him extra reading or

computer time and selection of

new book from AP’s office

during lunch period.



reinforcer):

Anthony will not go to Mr. G.

(A.P.) if he leaves class, but

will complete work in resource

room

7th Grade

Staff

Mr. G (A.P.)

Resource Rm

Teacher

12/20/13

Daily Behavioral

Assessment

Sheet

Data gathering &

analysis

Positive notes

home

Progress

Monitoring Tool

41



42

Behavioral Data Collection

Team must collect behavioral data to accurately measure

changes to the:

• target problem behavior and

• replacement/alternative behavior

By collecting and analyzing data on a systematic basis, the

team will be able to clearly determine whether the BIP has

produced, or is producing, positive changes in behavior.

Decisions can then be made to continue or modify the

Behavior Intervention Plan.

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Data Collection for Progress Monitoring

Problem Behavior

• Baseline Data was

collected with specific

data measurement tools

(frequency, intensity,

duration and/or latency)

• Use SAME data

collection methods for

Progress Monitoring that

were used for Baseline

Data in order to measure

change.

Replacement Behavior

• Probably no Baseline

Data exists because this

is a new behavior

• Team selects best

method for measuring the

occurrence of the

replacement behavior

during Progress

Monitoring

44


45

Let’s Examine the Forms

46

47

Evaluation Planning & Progress Monitoring

The Behavior Support Facilitator will ensure that the BIP includes an evaluation plan with:

> A short-term goal that is reasonable based on current performance

> A long-term goal focused on increasing desired behavior

> Specific activities/procedures that will be used to evaluate progress (Progress Monitoring)

> A specified date when the team will next meet to review progress

EVALUATION PLAN

Behavioral Goal (Use specific, observable, measurable descriptions of goal)

What is the short-term behavioral goal?

_________ Expected date

What is the long-term behavioral goal?

_________ Expected date

Evaluation Procedures

Data to be Collected

Procedures for Data Collection Person

Responsible

Timeline

Is Plan Being

Implemented?

Is Plan Making a

Difference?

Plan date for review meeting (suggested within 2 weeks) ________________

The team identifies:

- Short-term goal (alternative/ replacement behavior)

- Long-term goal (desired behavior)

- Specific evaluation procedures

- Date to meet and evaluate the effectiveness of the plan

Evaluation Planning: How Will We Measure

Progress??

Tasks Person

Responsible

By

When

Tools /

Data Collection

Methods

Review Date:

_______________

Evaluation

Decision

Continue? Y or N

Modify? Y or N

Prevention:








success of new

behavior(s)?

Teaching:




behaviors?

Consequences:


Response after new

behavior(s) occur




reinforcer):

Implementation

Planning

49

What Who When How &

tools to

measure

Evalu

ati

on

Decis

ion


Planning Process

Use Competing Behavior Pathway

to Identify Goals

Typical

Consequence

Maintaining

Consequence

Desired

Behavior

Problem

Behavior

Alternative

Behavior

Antecedent Setting

Event

Long-term

goal

Short-term

goal

Evaluation Planning: Short-

and Long-term Goals Short-term goal

> Focus on increasing student’s use of the identified Replacement Behavior & reductions in Problem Behavior

Use baseline data to develop a REASONABLE initial goal that student will be able to achieve

Short term goal will CONTINUOUSLY be revised as student moves closer to achieving the long-term goal

Long-term goal

> Focus on Desired Behavior & sustained reductions in Problem Behavior

Begin by reinforcing approximations of desired behavior

Developing Goals

Both short and long-term goals should:

A. Be written in observable, measureable terms

What specific behaviors will you increase/ decrease?

• Increase use of Replacement Behavior

• Reduce Problem Behavior

• Increase APPROXIMATIONS of the desired behavior

B. Include specific mastery criteria

How will you know when the student has met the goal?

52

Anthony’s Goals

Short-term Goal (Alternative/Replacement Behavior):

Anthony will appropriately utilize nonverbal hand signals to

communicate with his teachers when he needs additional

support or a break in the classroom. Anthony will use the

hand signals to communicate with teachers 85% of the

time.

Annual Goal (Desired Behavior): In one year, Anthony will

utilize strategies to appropriately cope with anger and

frustration in the classroom to reduce getting out of his

seat and leaving the classroom. Progress will be

measured according to his Behavior Intervention Plan and

Progress Monitoring Schedule.

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In addition to long-term (desired behavior) and short-term

(alternative/replacement) goals, the evaluation plan should

include the specific data that will be collected to assess:

#1. Is the plan being implemented as designed? (Are the adults

doing what they should be doing as outlined in the BIP?)

#2. Is the plan making an impact on student behavior? (Is there

data to show an increase in alternative/desired behavior and a

decrease in problem behavior?)

Evaluation Planning: How Will We

MEASURE Progress?

Is the Plan Being Implemented?

Considerations When Developing Measures of Fidelity:

Fidelity: Using the interventions the way they were designed

Does the data measure capture the specific tasks/target

behaviors of interest?

> Is the plan being implemented?

Instead of saying, “Did I implement the plan?” say, “Did I check in with student and provide specific praise when she entered class?”

Is the Plan Making a Difference?

FAQ: I see the student every day, why do I need to collect

data?

Answer: Data help us to:

Document what has occurred and the variables responsible

Predict future performance

Be accountable for our own behavior (We are doing what we said we’d be doing in the BIP)

Determine if and when program modifications to the BIP are needed

Measures for Tracking Student Behavior

Considerations:

> Does the data measure (frequency, intensity, duration and/or latency) capture the specific tasks/target behaviors of interest?

Instead of saying, “Was it a ‘good’ or ‘bad’ day?” say, “Count how many talk-outs occurred during Spanish class today?

> Is the measure sensitive enough to reveal changes in behavior?

Are we tracking the specific problem behavior? (problem behavior should decrease)

Are we tracking the specific replacement/ alternative behavior? (replacement/ alternative behavior should increase)

Check for Understanding

1. The Implementation Plan for the Behavior Intervention Plan

(BIP) should answer which critical question?

________________________________________?

2. The Evaluation Plan for the BIP should include:

________________________________________

________________________________________

________________________________________

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To be continued…

Looking forward to seeing you on June 12th, 2014 for

Module 10:

Progress Monitoring—Checking for Success

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Acknowledgements

We would like to acknowledge the resources and materials

from the National Technical Assistance (TA) Center on

Positive Behavioral Interventions and Supports

www.pbis.org, from which many of the activities and

materials are adapted.

The TA Center on Positive Behavioral Interventions and

Supports has been established by the Office of Special

Education Programs, US Department of Education to give

schools capacity-building information and technical

assistance for identifying, adapting, and sustaining

effective school-wide disciplinary practices.

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http://www.pbis.org/

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