Overview of FBA-BIP and Tier III Systems

Teri LewisOregon DirectorNW PBIS Network

OVERVIEW OF INDIVIDUAL STUDENT SYSTEMS

Purpose

• To describe considerations & procedures for developing & sustaining individual student systems

• This system will expand Tier I supports to Tier II and Tier III systems

Challenges to ISS

• Students

• Problem behaviors are high intensity &/or frequency• Too many students display significant problem

behavior at any one time• Problem behaviors are disrupting learning & teaching

environments• Problem behaviors are difficult to understand• Interventions are ineffective

• Schools

• Not enough minutes in the day to collect information and develop interventions

• Administrative leadership & support is lacking, unavailable, or underdeveloped

• Staff are unable or untrained to implement interventions

• Overemphasis on form, policy, or regulation rather than on process

• Lack of continuum of positive behavior support

Considerations

• Behavior must be considered within context in which it is observed

• As intensity of problem behavior increases, so must intensity & complexity of functional behavioral assessment & behavior support planning process

• Individuals who develop & implement behavior support plans must be behaviorally competent & able to…• conduct fluently FBA-BIP• facilitate efficient development,

implementation, evaluation of BIPs• collect & analyze student performance data • develop academic & social BIPs that are

based on research validated practice.

• The longer problem behavior has been occurring, the more resistant it may be to intervention

• Staff need sustained & effective support to respond effectively & efficiently to significant problem behavior

• Efficient team-based approach & process to problem solving must be in place

Tier I - Universal

• School-wide discipline system for all students, staff, & settings that is effective for 80% of students• Clearly & positively stated expectations• Procedures for teaching expectations• Continuum of procedures for teaching expectations• Continuum of procedures for encouraging expectations • Continuum of procedures for discouraging rule violations• Procedures for monitoring & modifying procedures

Tier II - Secondary Specialized group administered system for

students who display high-risk problem behavior & are unresponsive to universal interventions • Functional assessment based intervention decisions• Daily behavioral monitoring• Regular & frequent opportunities for positive reinforcement• Home-school connection• Individualized academic accommodations for academic success • Planned social skills instruction• Behaviorally based interventions

Tier III - Tertiary Specialized individually administered system for

students who display most challenging problem behavior & are unresponsive to targeted group interventions• Simple request for assistance• Immediate response (24-48 hours• Functional behavioral assessment-based behavior support

planning• Team-based problem solving process • Data-based decision making• Comprehensive service delivery derived from a wraparound

process

General Process1. Establish Behavior Support Team to guide/lead process

2. Secure & establish behavioral competence within school

3. Develop/strengthen three level system of school-wide behavior support:

• Universal Interventions• Secondary Interventions • Individual Interventions

4. Establish data decision system for matching level of intervention to student

• Simple & direct request for assistance process for staff• Data decision rule for requesting assistance based on number of

major behavioral incidents

5. Establish a continuous data-based system to monitor, evaluate, & improve effectiveness & efficiency

• Are students displaying improved behaviors?• Are staff implementing procedures with high fidelity?• What can be modified to improve outcomes?• What can be eliminated to improve efficiency?

Example 1 – DEBS(District Effective Behavior Support)

• District and Community Wide• School Psychologist• School Representative• Spec ED Director• Juvenile Justice• After school Program• United Way• …

• Schools • had to have high level

of implementation at Tier I to participate

• Brought FBA-BIP, records to meeting

• Often brought key teacher/staff

In general, DEBS

• Met weekly for 1 hour

• Schools can present a student to team and then team brainstorms support

• Because community agencies were present it was fast and efficient to coordinate wrap-around services

Example 2 – BISSC(Bethel Individual Student Systems Cadre)

• The purpose of BISSC is to extend the existing school-based continuum of PBS to the district level by:• increasing communication between key individuals, • coordination of efforts, and • specialized technical assistance.

• District MTSS Model• 11 schools • 5679 students• District-wide PBIS project• District-wide reading project• Beginning a District-wide math project

In general, BISSC• Met monthly with School-based Teams (at the school)

• Technical Assistance, Monitoring

• Quarterly District-wide• Training, Coordination & Communication

• Monthly Advisory Council• Systems and Planning for trainings and technical assistance

• Monthly District Leadership Team• Connect to other initiatives (e.g., academic, multi-cultural)

Survey Summary

• Over the three years of implementation:• It is easier to complete the FBA-BIP process• They complete more without district or expert support • Members believe that the BIPs are more effective• As team member confidence increased, as reliance on

outside support has decreased • However, it took three years for schools to establish a

system for referring students for BISSC support

Richland School District Video

http://www.rsd.edu/teach-learn/response-to-intervention.html

Check-in

Individual Student Systems

• Do you have a team that supports teachers with at-risk students? • Available to all staff? Y N

• Available to all parents? Y N

• Simple Request for Assistance? Y N

• Protected meeting time?

• Data sources• Committee Review Worksheet, Staff Handbook,

general knowledge…

FUNCTIONAL BEHAVIORAL ASSESSMENT

Objectives

• Rationale for conducting FBA-BIP• Define FBA• Describe requirements for conducting FBA-BIP• Be familiar with the main steps in FBA-BIP process

Academic Systems Behavioral Systems

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

What is FBA?

• A systematic problem solving process for developing statements about factors that:• Contribute to the occurrence and maintenance of problem behavior,

and• More importantly, serve as basis for developing proactive &

comprehensive behavior support plans.

Use FBA when…

• Students are not successful

• Interventions need to be developed

• Existing interventions need to made more effective and/or efficient

How do I know if I have done an FBA?

• Description of problem behavior

• Identification of conditions that predict when problem behavior will and will not occur

• Identification of consequences that maintain problem behaviors (functions)

• Summary statements or testable hypotheses that describe specific behavior, conditions, and reinforcers

• Collection of direct observation data that support summary statements

FBA’s do not…

• FBAs guide the development of BIP. They do not result in• Eligibility• Placement• Manifest determination

• Can provide information that is useful for all of these of procedures

FBA Misrules

• Only one way to collect FBA information,• FBA process is basically the same• Decisions about methods for collecting

data may vary based on what information need to be collected

• Must do everything every time.• Base FBA activities on what you know.• FBA is systematic behavior support planning process.

• Everyone has to know how to do FBA.• Small # of people must have high fluency.• All people must know process & what to expect.• Some individuals must work on sustainability.

• FBA is it.• One component of comprehensive plan of behavior

support.

• FBA is only for students with disability• Process for behavior of all individuals across multiple

settings

• Power, authority, control, intimidation, bullying, etc. are functions

Two basic research validated functions• Positive reinforcement (get/access)• Negative reinforcement (avoid/escape)

Get/Access Avoid/Escape

Peer/Adult Social

Activities/Tasks

Tangibles

Sensory

Steps in an FBA1. Collect Information to determine function.2. Develop testable hypothesis or summary statements and

indicate functions.3. Collect direct observation data to confirm summary

statement.4. Identify desired and acceptable replacement behaviors.5. Develop behavior intervention plan.6. Develop comprehensive BIP to ensure high fidelity

implementation. 7. Develop on-going monitoring system.

Step 1: Collect Information

• Multiple sources• Student, parent, teacher, etc.

• Multiple settings• Where it occurs & doesn’t occur

• Strengths• Reinforcers, goals, hobbies, social skills, academic achievements, etc.

Step 1….continued

• Multiple methods• Archival review

• Office discipline referrals, behavior incident reports, etc.

• Checklist/inventory• FACTS, routine analysis

• Interview• Brief, student-guided, parent, teacher

• Direct observation• O’Neill et al., ABC, scatter plot

Aaron

• Teacher interview, student interview, record review

When Aaron sits next to preferred peers, he talks to them to gain peer attention.

Defining behavior

• Must be in operational, observable, or measurable terms.• To achieve high agreement between two people.

Defining Behavior: Noncompliance

• Doesn’t follow adult directions to clean up lunch table.

• Walks away from teacher without responding.

• Flips tray over on table and tells the teacher to go to _________.

• Ask the teacher how their weekend was, talks for a few minutes, and then goes out to break.

Defining Behavior:Doesn’t complete class work• Starts work when asked, gets stuck after a few

minutes and begins to draw on the assignment.

• Spends the first 15 minutes “getting ready”, e.g., opening book, sharpening pencil, getting paper, fixing coat on back of chair, etc.

• Completes the assignment, shuts assignment in binder, and forgets to turn in when leaving.

• Consider behavior dimensions:• Topography/shape• Frequency• Duration• Latency• Intensity or force• Locus

• Aggression = hitting, biting, & kicking or name calling & verbal abuse

• Consider response class• “Set of topographically different behaviors that have the same

effect or function” (Sprague & Horner, 1999, p. 99)

• To escape difficult request: hit, push, runaway, cry

• Consider response chains• Predictable sequence of behaviors in which

each behavior occasions next behavior in the chain, & functions as a reinforcer for previous behavior in chain.

• Given a task, student (a) talks with friends, (b) writes on papers, (c) says work is stupid, (d) throws paper in waste basket, & (e) leaves room.

Activity

Defining Behavior

• Review the information you have about the student. Do you need additional information?• Student, Teacher or Parent interview

• ODRs, other discipline records

• Academic and/or Health information

• Identify your target behavior(s) • e.g., aggression, disruptive, non-compliant

• Write an operational definition of the student’s target behavior (s)• Observable and measurable

• e.g., disruption – frequently out of seat walking around the room, takes others items off their desk, …

STEP 2. Develop summary statement.

• Testable hypothesis (“objective guess”).• Write in observable terms.• If not confirmable, collect more information & restate.

• Developed from review of assessment information.

• Composed of (a) problem behavior, (b) triggering antecedent, (c) maintaining consequences, & (d) setting events.

Antecedents

• Occurs before behavior, acts as a “trigger”

• Stimulus Control• When an stimulus (event) reliably predicts that a

behavior will or will not happen.

• What do you do at a red light? Why?

• What do you do at a green light?Why

Consequences

• Occurs after behavior, maintains it (meets a need). Either increases or decreases behavior.

• Possible functions• Get/obtain (social, activity, tangible)• Escape (social, activity/tasks)• Automatic/sensory stimulation

Setting Events• Happen before, similar to antecedents, but are more distant.

• Can even be several hours or several days before• Because of this rarely “see” the setting event and hard to identify

• Think of the setting event as “setting up” the behavior and antecedents as “setting off” the behavior

• E.g., lack of sleep, missed breakfast, fight with peer, did poorly in earlier class, stayed with dad (or mom), allergies, not feeling well, …..

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Testable Hypothesis

Examples of summary statements

• When he misses breakfast & peers tease him about his walk, Caesar calls them names & hits them. The teasing stops.

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Testable Hypothesis

Missesbreakfast.

Teasedby peers.

Name calling &

Hits.

Teasingstops.

• Camillia stares off into space & does not respond to teacher directions when she doesn’t know how to do a difficult math problem. Her teacher removes the work.

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Testable Hypothesis

NoneDifficult Math

Stares into space

Doesn’t respond

Escape math

• When his teacher gives him clear directions & praises him privately, Charlop completes his work.

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Testable Hypothesis

Cleardirections. Completes

work.

Privateteacherpraise.

Activity

Testable Hypothesis

• Develop a testable hypothesis for you target student• Operational definition of the problem behavior

• Triggering antecedent

• Maintaining Consequence

• Consider if there are Setting Events

• Put answers in the middle row of the Competing Path Analysis

• Data sources • Guess & Check

• Brief FBAI

STEP 3. Collect direct observation data to confirm summary statement

• Testable hypothesis• Multiple settings• Measures of

• problem behavior• triggering antecedents,• maintaining consequences, &• setting events

Measurement• Process of assignment numbers, values, units to some

feature(s) of an eventJohnston & Pennypacker (1993)

• Researchers • operationalize empiricism• Achieve a scientific understanding

• Practitioners• Optimize effectiveness and resources• Ethical and accountable

• Collect direction information to confirm summary statement.

Appropriate Talking

Preferred peer 55% 45%

Alone 98% 2%

Non-preferred peer 96% 4%

Activity

Confirming Summary Statement

• What data do you have now to support your summary statement• Behavior, antecedent, consequence & setting

event

• ODRs, DPR, record review, anecdotal

•What additional data do you need to collect?• What are you unsure about?

• Considering adding direct observation

STEP 4. Developing “competing pathways” summary statement

• Components• Confirmed summary statements• Desired replacement behavior to be displayed in

problem situation (behavioral objective)• Alternative replacement behavior that could achieve

same outcome as problem behavior

Competing Behavior Pathway

Setting event

NoneAntecedent

Preferred peerProblem Behavior

Talking

Maintaining Consequence

GainPeer attention

Alternative Behavior

Peer helper

Existing Consequence

GradesMore work

Desired Behavior

Work quietly

Setting Events Triggering Antecedents Problem Behavior

Acceptable Alternative

Desired Alternative

MaintainingConsequence

DesiredMaintaining

Consequence

Peerconflict

Teacher/peer

request

Complywith

request

Escalatedprofanityphysical

aggression

Walkaway

Avoidrequest

Requestcompleted

Caesar

Competing BehaviorPathway

Setting Events Triggering Antecedents Problem Behavior

Acceptable Alternative

Desired Alternative

MaintainingConsequence

DesiredMaintainingConsequence

Normalvolume

response

Eyes/headdown on

arms

Teacherdirects

request toanother

Whisperresponse

Praisefor task

completion

TeacherRequest

None

Lisa

Competing BehaviorPathway

Setting event

Job StressDeadlines

Antecedent

Family event (e.g., holiday)

Problem Behavior

Host all eventsDo all cooking

Maintaining Consequence

Control

Alternative Behavior

?????

Existing Consequence

Less work

Desired Behavior

Let others host Some events

Activity

Competing Path Analysis

• Finish completing the Competing Path Analysis for your target student

• Desired Behavior – Long term goal

• Consequence for Desired Behavior

• Alternative Behavior – Short term goal• Meets same function as problem behavior

• Easier and more effective than problem behavior

Behavior Intervention Planning

STEP 5. Develop behavior support plan.

• Tactics for • discouraging problem behavior,• teaching & encouraging desirable & acceptable

replacement behavior,• preventing & responding to emergency/crisis

situations, &• monitoring implementation effectiveness

• Emphasis on manipulation of (a) behaviors, (b) antecedents, (c) consequences, & (d) setting events

Guidelines

• Design antecedent strategies to make triggering antecedents irrelevant.• So they no longer serve as triggers.

• Design behavior teaching strategies to make problem behaviors inefficient.• So more acceptable behaviors are easier to do.

Guidelines

• Design consequence strategies to make maintaining consequences ineffective.• So they no longer are present or• Are less reinforcing.

• Design setting event strategies to eliminate or neutralize effects of setting events.• So they have less impact on routines & reinforcers.

DesiredBehavior

TypicalConsequence

Setting Event Antecedent ProblemBehavior

MaintainingConsequence

AlternativeBehavior

Setting EventManipulations

AntecedentManipulations

BehaviorManipulations

ConsequenceManipulations

Aaron

None

Neutralize

Self-managementsheet

Choice of seating

Teacher precorrection

Irrelevant

Teach Aaron to:- self-assess-self-monitor-self-recruit

Inefficient

Praise/tokens for appropriate(self & peer)

Planned correction

Ineffective

Setting Events

Triggering Antecedents

Teaching Behaviors

Maintaining Consequences

Problem Behavior Pathway

HeadachesNoisePeers

TalkingNo work

Obtain Peer Attention

Setting Events

Triggering Antecedents

MaintainingConsequences

Problem Behavior

Competing Behavior Pathway

Setting event

Headaches

AntecedentNoisePeers

ProblemTalkingNo work

Maintaining consequenceObtain Peer

Attention

AlternativeAsk for

Peer buddy

Consequence

Better grades

DesiredSit quietlyDo work

Have Cary check-in with the teacher at the beginning of the day

If Cary has a headache, give him a choice of tasks

Give Cary a choice a seating

Remind Cary that he can ask to sit at the back table or move up

Give Cary a self-management

Teach Cary to ask for assistance (peer buddy)

Teach Cary to ask to sit at the back table, and how to move up

Teach Cary how to monitor his own behavior

When Cary talks give reminder and/or ask him to take a breakWhen Cary asks for assistance/change seatingimmed. respondGood day/weekgive Cary praise and summary to take home

Setting Events

Triggering Antecedents

Teaching Behaviors

Maintaining Consequences

Problem Behavior Pathway

Prior “upsetting”

event

Difficult WorkGroups

Head downAWOL

Escape Difficult work

Setting Events

Triggering Antecedents

MaintainingConsequences

Problem Behavior

Competing Behavior Pathway

Setting eventPrior

“upsetting” event

AntecedentDifficult Work

Groups

ProblemHead down

AWOL

Maintaining consequence

Escape Difficult work

AlternativeAsk forBreak

ConsequenceBetter grades

Friends

DesiredParticipateDo work

Home and school phone if possible upsetting event

Meet Sean at door/bus

Give options for schedule

Reading instruction

Stress Thermometer

Art Basket

Establish Cool down areas

Give choice to be part of group from desk

Teach Sean to use Cool down

Teach Sean to use art basket

Teach Sean to ask for alternative activityTeach Sean to use Stress Thermometer

When Sean has good day let him choose “medal”

When Sean is becoming upset remind him aboutbreak options

If Sean is walking around room, redirect to desk or break area

If Sean leaves area, begin search & call home

Setting Events

Triggering Antecedents

Teaching Behaviors

Maintaining Consequences

Activity

Behavior Intervention Plan

• Use the Competing Path Analysis to identify strategies for the behavior intervention plan• Neutralize setting events

• Prevent antecedents from being triggers

• Teach alternative and desired behavior

• Consequences to encourage alternative and desired behaviors

• Consequences to discourage problem behavior

STEP 6. Develop details & routines for full implementation of behavior support plan

• Logistics • E.g., schedules, people, materials, training, monitoring

• Scripts for adults to • Modify structural/routine/environment • “Neutralize” setting events• Manipulate antecedent & consequence events• Teach response/skills• Respond to emergency/crisis situations

FA-BSP Action Plan

Date of Request: ____________ Date of Initial Meeting: ________________

Teacher: ________________________ Student: ____________________________

Team Members: ________________________________________________________________

Team Coordinator/Facilitator: _________________________________

Activity Person Responsible Date Team Meeting

Assessment

Teacher Interview ___________________ _________ ________________

Parent Interview ___________________ _________ ________________

Student Interview ___________________ _________ ________________

Additional Interview ___________________ _________ ________________

Observations ___________________ _________ ________________

_________________ ___________________ _________ ________________

Behavior Support Plan

Competing Pathways ___________________ _________ ________________

BSP components ___________________ _________ ________________

Written BSP ___________________ _________ ________________

Implementation Plan

Materials ___________________ _________ ________________

Training adult(s) ___________________ _________ ________________

Training student ___________________ _________ ________________

Dissemination ___________________ _________ ________________

Evaluation criterion ___________________ _________ ________________

Monitoring and Evaluation

Observations ___________________ _________ ________________

Analysis ___________________ _________ ________________

Setting Events Antecedents Behavior Consequences

None -Give Aaron self-management sheet-Remind him to work quietly-Provide choice of seating

-Teach Aaron to self-manage, record, and recruit

Appropriate-Check and initial if correct-Give VISA tickets & praiseInappropriate-Remind him of plan-Redirect to task Weekly-Debrief-Send plan summary home

Generic Plan Template

Beginning of class -give Aaron self-management sheet-Remind him to work quietly

When Aaron raises his hand

-check his self-management sheet-initial if accurate-give Aaron VISA tickets & praise

If Aaron talks during class

-Remind him of plan-Redirect to task

At end of class -collect self-management sheet from Aaron-give him praise for efforts/successes

At end of week -debrief on weeks progress-send plan summary home to parents

Activity

BIP Implementation

• Decide how you will summarize the BIP so that all individuals can easily understand and implement• Two column summary

• FAQ

• Flow-chart

• Identify what materials will need to be developed before the BIP can be implemented

STEP 7. Monitor & evaluate implementation of behavior support plan.

• Data• Impact on

• student behavior, lifestyle outcomes• significant others

• Fidelity of implementation

Consider contextual fit (Albin, Lucyshyn, Horner, & Flannery, 1996)

• Characteristics of person for whom plan is designed.

• Variables related to people who will implement plan.

• Features of environments & systems within which plan will be implemented. (p. 82)

Aaron

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20

30

40

50

60

70

80

90

100

1 3 6 8 10 12 14 17 20 22 24 26 28 32 34 36 37 39 41 43

Preferred PeerAlone

Non-Preferred Peer

AB L

AB L

BFunctional Analysis

AB L

CIntervention

CSelf-management

Observations

How do I know if I’ve done an FBA?

• Develop testable hypothesis statement• Confirm hypothesis with direct observations• Develop behavior support plan• Develop implementation plan• Monitor/evaluate implementation

Big Ideas

• FBA-BIP is a process designed to increase the effectiveness and efficiency of individualized behavior support planning.

• FBA-BIP is appropriate for all students and all types of problem behavior.

• Intensity of FBA-BIP should match intensity of problem and needs of students.

Next Steps