Leading a Team from a Functional Behavioral Assessment to a Behavior Support Plan

Rob Horner, Cindy Anderson and Anne ToddUniversity of Oregon

TA-Center on Positive Behavior Supportwww.pbis.org

Assumptions and ObjectivesAssumptionsYou are already implementing School-wide PBIS

You already conduct functional behavioral assessments

You are already working with teams to build behavior support plans for individual students.

ObjectivesDefine a process for moving from assessment to behavior support plan.

Start with FBA -> Frame the Challenge -> Select Options

Main MessagesKnow the foundation information BEFORE building a plan:What, Where, When, Who, WhyFor complex plans build information about social, family, medical and contextual issues that may be influencing behavior.

Make the plan fit the student and the contextEfficient, tailored support

Behavior support has levels of complexity: Typical school personnel can do a lot.You can do this. but you also need to know when to ask for more help.

Implement individual behavior support plans within school-wide systems.

Tertiary Prevention:Specialized IndividualizedSystems for Students with High-Risk BehaviorSecondary Prevention:Specialized GroupSystems for Students with At-Risk BehaviorPrimary Prevention:School-/Classroom-Wide Systems forAll Students,Staff, & Settings~80% of Students~15% ~5% School-Wide Positive BehaviorSupport

Behavior support is the redesign of environments, not the redesign of individuals

Positive Behavior Support plans define changes in the behavior of those who will implement the plan. A behavior support plan describes what we will do differently.A Context for PBS

PreventionTeaching as the most effective approachEnvironmental redesign, Antecedent ManipulationsFunction-based supportFunctional assessmentTeam-based design and implementation of supportComprehensive InterventionsSupport plans with multiple elementsLink Behavior Support to Lifestyle PlanPerson-centered planning, Wraparound, Systems of CareSystems ChangeIntervention at the whole-school levelSystems that nurture and sustain effective practicesSystems that are durableMajor Changes in Behavior Support

Define critical features of environments where the focus person will be successful.Behavior support plans describe what we will do differently to establish these critical features.

Facilitate consistency across multiple implementers.

Provide professional accountability.

Purposes of Behavior Support Plan

Behavior Support ElementsProblem BehaviorFunctional AssessmentContent of Support PlanFidelity of ImplementationImpact on Behavior and Lifestyle*Team*Specialist*Hypothesis statement*Competing Behavior Analysis *Contextual Fit*Implementation Plan*Technical Adequacy* Strengths* Preferences* Lifestyle vision

Behavior Support ElementsProblem BehaviorFunctional AssessmentContent of Support PlanFidelity of ImplementationImpact on Behavior and Lifestyle*Team*Specialist*Hypothesis statement*Competing Behavior Analysis *Contextual Fit*Implementation Plan*Technical Adequacy* Strengths* Preferences* Lifestyle vision

Functional Behavioral AssessmentDefined:Functional behavioral assessment is a process for identifying the events that reliably predict and maintain problem behavior.

Outcomes of a Functional Behavioral AssessmentOperationally defined problem behavior(s)By response class

Identify routines in which the problem behavior is most and least likely to occur

Define the antecedent events (triggers; setting events) that predict when the problem behavior is most likely

Define the ONE consequence that contributes most to maintaining the problem behavior in that routine.

Summary Statement of findings.

Setting EventsTriggeringAntecedentsMaintainingConsequencesProblemBehaviorFBA Summary Statement1234Head HitIn room with Noise and/or too many peopleAvoid noise/peopleAllergies

Identifying Maintaining ConsequencesGiven a Problem BehaviorGet: Object, Activity, Sensation Avoid: Object, Activity, SensationSocialPhysiologicalSocialPhysiologicalPrecise EventPrecise EventPreciseEventPreciseEventObject/ActivityObject/ActivityPreciseEventPreciseEventVideoWhat about Power, Control, Choice, Revenge?These are large social constructs that do not help in the design of specific behavior support. Each can be narrowed to what you get or what you avoid. To make functional assessment functional the outcomes must be very specific and precise.

Many ways to do FBASimple/ Typical FBAInterview the person who knows the student best

Build a summary statement Setting Antecedent Prob Beh Consequence Event (Trigger) (Maintaining)

Use direct observation to verify the summary statementFACTSDemo

Use FBA to Design Effective Support:The Design of Effective EnvironmentsProblem behaviors are irrelevantAversive events are removedAccess to positive events are more common

Problem behaviors are inefficientAppropriate behavioral alternatives availableAppropriate behavioral alternatives are taught

Problem behaviors are ineffectiveProblem behaviors are not rewardedDesired behavior ARE rewarded

Use FBA to Design Effective Support:Use the FBA to narrow the challengeBehavior in Routine maintained by Function

Help the team produce a plan that is uniquely appropriate, specific and practical.

Do this by asking the right questions, not providing the solution.

Using FBA to Design Effective Support:The Simple BSPHow can we prevent problem situations?What should we teach as an alternative behavior?How to increase reward of appropriate behavior?How to minimize reward of problem behavior?Are negative consequences for problem behavior needed?Are safety routines needed?What data to collect?Are we doing the plan?Is the plan working?

Intervention Development

PreventionTeachingReward/RecognitionExtinctionCorrective Consequence (if needed)Safety Plan (if needed)Data Collection/ Monitor

Acceptable Alternative:1.Same consequence2.Socially acceptable3.Very efficientNegative Exchange about HomeworkRequest to Read AloudSwear, Leave RoomEscape Negative Peer FeedbackDarin: 4th Grade, typically developing, very social, not strong reader

Reprimand during prior classPlaygroundScream at / threaten othersGet access to game or equipmentPlay with othersPeer social interactionAsk for HelpMarion:3rd grader, Aspergers SyndromeStrong preferences for gamesBSP

Make Problem BehaviorIrrelevantMake Problem Behavior InefficientMake Problem Behavior Ineffective

And Positive Behavior More EffectiveExamples of Interventions

AlicePreventionTeachingConsequences

Selecting an alternative behaviorAlternative behaviors:1. Produce the SAME outcome as problem behaviors2. Are socially appropriate3. Are as (or more) efficient than problem behaviorAmount of physical effortSpeed of effectNumber of time performed to get reward

Which of the Following are Appropriate Alternative/Replacement Behaviors?Jason is nine and cries when asked to do difficult tasks. The crying is maintained by avoiding or escaping the tasks.

Possible Replacement Behaviors:More token rewards for doing tasksAsking for a break from tasksAsking to do something other than the tasksRequesting adult attentionAsking to have soda after tasks are done

Which of the Following are Appropriate Alternative/Replacement Behaviors?Jason is nine and cries when asked to do difficult tasks. The crying is maintained by avoiding or escaping the tasks.

Possible Replacement Behaviors:More rewards for doing tasksAsking for a break from tasksAsking to do something other than the tasksRequesting adult attentionAsking to have soda after tasks are done

Which of the Following are Appropriate Alternative/Replacement Behaviors?Leslie is 12, has severe intellectual disabilities, does not use words, and hits her head. Head hitting is maintained by adult attention during work periods.

Which is the best Replacement Behaviorhide under her desk and be ignoredsign for more to another studenttake completed work up to show the teachermove to sit by another studentengage in stereotypies

Which of the Following are Appropriate Alternative/Replacement Behaviors?Leslie is 12, has severe intellectual disabilities, does not use words, and hits her head. Head hitting is maintained by adult attention during work periods.

Which is the best Replacement Behaviorhide under her desk and be ignoredsign for more to another studenttake completed work up to show the teachermove to sit by another studentengage in stereotypies

Mitch8 years old, no disabilities, highly verbal, good sense of humor---------------------------------------------------------------Problem behaviors: Talks out, calls other children names, uses teasing voice tone

Context: In less structured contexts where he is not getting peer attention (e.g. independent seat work)

Primary Maintaining Function: obtain peer attention

Setting Events: Extended time without peer contact.

Setting EventsTriggeringAntecedentsMaintainingConsequencesDesired BehaviorTypicalConsequencesProblem Behavior Replacement BehaviorTease, Taunt peersSeat work, AloneObtain Attention from peersMinimal peer contactDo workComplete work, Get more work?Mitch

Five steps to helping a team build a better plan of supportSummarize the FBA Build AgreementClarify core features of BSPEffective environmentAsk questions to define intervention optionsNot just one optionSelect options with strong contextual fitNot just effective but doableDefine how the BSP will be implemented

Minimize the current rewards for problem behavior Teacher controlledTeacher Attention (withholdredirect)ActivityPrivilegeStudent controlledPeer attentionActivityFirst in lineFour square leadTangibleFood

Examples:Define (a) FBA summary statement and (b) possible elements of supportEmmit

Eric

Rayette

Jason

Five Steps in Leading a Team from FBA to a Behavior Support Plan1. Summarize FBASetting Events-> Antecedents -> Behavior -> Consequence

2. Define goals of BSP process:Make problem behavior irrelevantMake problem behavior inefficientMake problem behavior ineffectiveDo all this in a contextually appropriate manner

3. Lead discussion to identify optionsAsk questions, dont give solutionsParaphrase, elaborate, integrateAlways bring group back to FBA logicProduce multiple ideas (elements)

Leading a Team from FBA to BSP4. Given an array of possible BSP elements, shift discussion to contextual fit.What elements are feasible, acceptable, sustainable?What is the smallest change that will produce the largest effect?-----------------------------------------------------------Contextual Fit Defined:The extent to which the people who will implement a behavior support plan find the elements of the plan Consistent with their personal valuesConsistent with the professional skillsConsistent with the resources available in the settingConsistent with the available administrative support

Leading a Team from FBA to BSP5. Transform ideas for BSP elements into a formal plan for implementationWho will do what, when, and how will we know?

On Mondays and/or when up all of the night before.Daily nongraded quiz on previous nightshomeworkVerbal protests, slumpin chair, walks out ofroom.Avoids doing quiz &homework discussion.Do quiz withoutcomplaints.Discussion about answers & homework.Turn in with name &sit quietly w/o interrupting.

On Mondays when he has had little sleepDaily nongraded quiz on previous nightshomeworkVerbal protests, walks out ofroom.Avoids doing quiz &homework discussion.Do quiz withoutcomplaints.Discussion about answers & homework.Turn in with name &sit quietly w/o interrupting.Make problem behavior irrelevant.Make problem behavior irrelevant.Make problem behavior inefficient.Make problem behavior ineffective.InterventionsMake desired behavior effective

On Mondays and/or when up all of the night before.Daily nongraded quiz on previous nightshomeworkVerbal protests, slumpin chair, walks out ofroom.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.Teach options to problem behavior:1. Turn in blank2. Turn in with name3. Turn in with name & first item done.4. Turn in with name & 50% completed.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.

Assessment (FBA, Person-Centered Plan, Wraparound)Operational Descriptions, Routines, FA Hypotheses

Competing Behavior Pathway

Prevention

Teaching/Education

Reward desired behavior

Place Problem behavior on extinction

Corrective consequences for problem behavior (if needed)

De fine safety/emergency procedures (if needed)

Evaluation and Monitoring for ImprovementSteps for implementationOutline of a Behavior Support PlanBSP Cindy

Planning for Implementation

Action/ TaskWhoBy WhenTeach Marion asking routineDavidDecember 12Orientation for GloriaEmilyDecember 10Enter dataEmilyDaily

Assessing ImplementationBehavior Support Plan Weekly AssessmentStudent:_________________________ Week: _______________________________To what level did we implement the plan we proposed? Low Moderate High 1 2 3 4 5 6To what degree is the plan having a positive impact on the student? Low Moderate High 1 2 3 4 5 6

Quality of Behavior 6=+Eric: BSP Implementation and Perceived ImpactQuality of Implementation 6 + +ImplementationPerceived ImpactTeacherAide

SummaryInvest in building consensus around FBA summary statement.

Recruit strategies that are local, practical, but still consistent with FBA(Lead dont tell). Recruit local knowledge

Using Competing Pathway to build efficient plans (the smallest changes that produce the largest effect)

Ensure that the plan includes procedures for getting implementation to occur.

Always include procedures for evaluationAre we doing what we said we would do?Is the process having an effect on the student?

163 9239 3535 2738 13 245 167

Chart2

0.890.6

0.560.54

0.570.44

0.380.61

0.780.57

Met SET N = 43 schools

Not Met SET N = 34 schools

% of Interventions rated "very high" or "high"

Intervention Effectiveness "Very High or "High" by Type of Intervention

Central

Central Illinois 03-04 Profile Summary

Very HighHighMediumLowVery LowNAVery HighHighMediumLowVery LowNA

Met SETSchool-wide4443140101020.6415094340.4313725490.42156862750.13725490200.0098039216

N = 26Targeted31010101250.15723270440.120.40.40.040

Individual778301260.16352201260.26923076920.26923076920.30769230770.11538461540

Warparound11310060.03773584910.16666666670.16666666670.50.16666666670

5561355121590.7295597484

0.34591194970.38364779870.22012578620.03144654090.00628930820.0125786164

6.1153846154

SET not Met

N = 19School-wide131920300550.47826086960.23636363640.34545454550.36363636360.054545454500

Targeted689302280.24347826090.21428571430.28571428570.32142857140.107142857100.0714285714

Individual385222220.19130434780.13636363640.36363636360.22727272730.09090909090.09090909090.0909090909

Warparound252001100.08695652170.20.50.2000.1

244036825115

0.5565217391

6.0526315789

Met SET N = 26Not Met SET N = 19

School-wide0.85294117650.581818181810255

Targeted0.520.52528

Individual0.53846153850.52622

Wrap0.33333333330.7610

Total0.730.56

Central

00

00

00

00

00

Met SET N = 26

Not Met SET N = 19

Mean Proportion of Interventions

Proportion of Interventions Scores as "Very High" or "High" for Effectiveness: Central Illinois 03-04

North

North Illinois Intervention Effectiveness

Very HighHighMediumLowVery LowNA

Not MetSchool-wide1212814370.32432432430.32432432430.6486486486

SETTargeted1420070.14285714290.57142857140.7142857143

N = 15Individual1031050.200.2

Warparound0110130.26923076920.330.5992307692

14171425520.26923076920.32692307690.5961538462

0

3.46666666670

0

0

0

0

SET MetSchool-wide35233000610.57377049180.380.9508196721

N = 17Targeted272300140.14285714290.50.6428571429

Individual24210090.22222222220.44444444440.6666666667

Warparound10010020.500.5

40347500860.46511627910.39534883720.8604651163

5.0588235294

SET Met N = 17SET NOT Met N = 15

School-wide0.950.64

Targeted0.640.71

Individual0.670.2

Warparound0.50.6

All0.860.6

SET MetSET Not Met

North5.053.46

Central6.116.05

North

00

00

00

00

00

SET Met N = 17

SET NOT Met N = 15

Proportion of Interventions

North Illinois 03-04: Proportion of Interventions Rated "Very High" or "High" for Effectiveness

Combined

00

00

SET Met

SET Not Met

Mean Frequency of Interventions

Average Rate of Interventions Per School

Met SET N = 43 schoolsNot Met SET N = 34 schools

School-wide89%60%

Targeted56%54%

Individual57%44%

Wraparound38%61%

Total78%57%

00

00

00

00

00

Met SET N = 43 schools

Not Met SET N = 34 schools

Intervention Effectiveness "Very High or "High" by Type of Intervention

*Cant intervene without universal and secondary! **