Part 4: Function-Based Behavior Support Planning 1 Basic FBA.

Part 4:Function-Based

Behavior Support Planning

1

Basic FBA

Objectives

• Review first 3 Parts of Basic/Practical FBA• Use a Competing Behavior Pathway to Identify

Function-based behavior supports that:– Teach positive behaviors to replace problem

behavior– Use antecedent strategies to prevent problem

behavior & prompt positive behaviors– Correct & extinguish problem behavior efficiently– Reinforce replacement & desired behaviors

Basic FBA vs Comprehensive FBA

Basic FBA Comprehensive FBA

For: Students with mild to moderate problem behaviors (behaviors that are NOT dangerous or occurring in many settings)

Students with moderate to severe behavioral problems; may be dangerous and/or occurring in many settings

What: Relatively simple and efficient process to guide behavior support planning

Time-intensive process that also involves archival records review, family-centered planning, and collaboration with agencies outside of school

Conducted by whom: School-based personnel (e.g., teachers, counselors, administrators)

Professionals trained to conduct functional assessments with students with severe problem behaviors (e.g., school psychologists, behavior specialists) 4

Focus of this training series

Review #1

Steps in FBA?1. Define observable behavior2. Ask to determine routines and what to look for.3. See to confirm interview information4. Hypothesize to summarize interviews & observations to inform behavior support plan

Review #2: Disruptive student

A teacher in your school has come to you and said that she has a student in her class that is disruptive all of the time.

What would you ask her in order to better define the behavior?

Help her define “disruptive”

Disruptive= ???

Examples--????

Non-examples ????

Behaviors must be defined so they are….

• Observable• Measurable• Defined so clearly that someone unfamiliar

with the student could identify the behavior.

FBA for “disruptive student”

The same teacher has referred the student for a Practical FBA.

What would you tell her that this will entail….

“What is the purpose of the FACTS interview?”

The teacher asks, “What is the purpose of the FACTS interview?”

“How long should we schedule the interview for?”

FACTS Purpose:

To identify when, where, and why the behaviors are occurring.

To develop a summary statement of the behavior that we can observe to determine the function (why) of a student’s behavior.

To narrow the focus to a specific pattern of behavior in order to develop an effective intervention

Steps: Interview will ask about the student’s behaviors, the routines in which they occur, what happens before the behavior, and what happens after the behavior.

How long? 30-40 minutes

Remember to select only one function (based on the #1ranked response) for the hypothesis statement

“Why do you need to observe after you have the information from the

interview?”

The teacher asks the above question after completing the FACTS interview.

What would you tell her ?

ABC ObservationPurpose:

To confirm the accuracy of the summary of behavior from the FACTS interview.

To identify antecedents and outcomes that the teacher may have overlooked

To verify the function of the student’s behavior.

To develop the most accurate summary statement for effective intervention development.

“What will you do with this information?”

The teacher asks the above question after you have completed the interviews and observations.

What would you tell her?

Summary of BehaviorSetting Event Antecedent Behavior Consequence

Teacher/Staff Interview

ABC Observation

Final Summary of Behavior (move to Behavior Plan)

Setting Events/“Set ups”

Antecedent/Trigger

Consequence/Outcome

ProblemBehavior

4 terms of Hypothesis/Summary Statement

Following events that

maintain behaviors of

concern

Preceding events that

trigger

Observable behaviors of

concern

Infrequent events that affect value of outcome

Functions That Behaviors ServeProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Adult

Stimulation/Sensory

Peer

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Review #3 MorganMorgan is a 6th grade student who was referred by her teacher for being “disruptive” (refusing to do work, throws books/papers on floor, and says ‘this is lame’). This problem occurs most frequently when Morgan is asked to write paragraphs to answer writing prompts in social studies. Morgan can verbally answer most questions successfully in large group discussions, however she struggles with spelling and sentence construction. After she engages in “disruptive” behavior the teacher ignores Morgan and lets her get out of the writing task, as she has sent her to the office in the past. Her behaviors are most likely to occur when she has recently received negative or corrective feedback about writing tasks.

Review

For Morgan, what routine would you focus on for the FACTS and ABC observation?

What antecedents will you be observing for?

What outcomes will you be observing for?

What is the setting event?

Summarize Morgan’s Behavior:

Routine: During ________________

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Antecedent/Trigger: When _________

Behavior: Student does _________

Consequence/OutCome: because __________

Summary of Morgan’s Behavior:

Routine: During ________________

21

Antecedent/Trigger: When..

Behavior: Student does..

Consequence/OutCome: Because..

Social Studies

Refuses to do work, throws book on floor,

etc.

Teacher does not ask her to write or sent to office

Asked to write paragraphs

Function: Avoid Difficult Task

When is an FBA Completed?When you have completed a(n):

1. FACTS interview with the teacher (or other staff)2. ABC observation to verify the information from

the FACTS.3. Summary of Behavior Table with a Final

Hypothesis/Summary of Behavior that you are convinced is accurate. -If not convinced, do more observations and/or interview the student or other staff.-If still not convinced…get help (behavior specialist)

Behavior Support Planning FBA BSP

• The most important purpose of conducting FBA is to inform the development of comprehensive Behavior Support Plans that directly address the FUNCTION of student behavior

Function-Based Interventions

• Start with FBA results = Summary of Behavior

• Summary of Behavior should include a detailed and specific description of:– Targeted Routine– Antecedents triggering behavior

• Setting events– Problem Behavior– Consequence/Outcome of Problem Behavior– Function of Behavior

Team Development

• A behavior support plan is developed based on a completed FBA summary (which you have learned to do!!)

• A team of people closely involved with the student come together to complete the competing behavior pathway– Teacher, parent, other staff, and behavior

specialist

Steps in Behavior Support Planning

• Step 1: Develop Competing Behavior Pathway• Step 2: Develop Behavior Support Plan• Step 3: Implementation Plan• Step 4: Evaluation Plan• Step 5: Follow-up Meetings to Review

Progress

Analyzing the Summary of Behavior

• Read over the Summary of Behavior, but pay special attention to the Function identified for the problem behavior

– The Function of Behavior will be central to identifying effective interventions to address:

• Antecedent• Behaviors to Teach & • Consequences

Start w/ Summary of Behavior from FBA

Maintaining Consequence & Function

Problem Behavior

Antecedent

Targeted Routine

FBA: Summary of Behavior


Problem Behavior

Antecedent

FUNCTION

FUNCTION is where student behavior intersects with the environment

Function = Learning

Student learns…. When (A), if I (B), then (C)… Function = how I benefit so I keep doing B

Targeted Routine

Competing Behavior Pathway

Competing Behavior Pathway

Completed from FBA

RACER

Replace problem behavior with a socially acceptable, efficient behavior that allows student to obtain the pay-off/function

Antecedent strategies to directly address triggers to prevent problems & prompt replacement behaviors based on the function of behavior

Correct behaviors by quickly & effectively redirecting 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

So this is what we want….


Problem Behavior

Replacement Behavior

Antecedent

Targeted Routine

Desired Behavior

Natural Consequence

But… start with the Replacement Behavior? Why can’t we go right to the Desired Behavior?

Why the Replacement Behavior? Why can’t we go right to the Desired Behavior?

Success, another problem

Sent back to table (escape task)

Complete math problem

Throws a Tantrum

Raise hand & ask for break

Given double digit addn problems

Homework not done

1. This is what we’re asking the student to do.

2. This is what the student wants now.

3. Look how different this is from what’s happening now

4. The student is going to need to gain the math skills before being able to do this like peers

5. So… in the meantime we use the alternate behavior

1A. This makes problem a little worse

Function Based Interventions


Problem Behavior

Antecedent

FUNCTION

Function should guide selection of replacement behaviors

When generating interventions we use Function to develop ideas to change A, B & C

Targeted Routine

Understanding Replacement Behaviors

• Replacement Behaviors are:– an immediate attempt to reduce disruption &

potentially dangerous behavior in the classroom• Take some of the pressure off the teacher

– designed to actively begin breaking the student’s habit of using problem behavior to meet their needs, by replacing it with a more acceptable alternate behavior

Essential Characteristics of a Replacement Behavior

• An appropriate Replacement Behavior:– Serves the same function as the problem behavior

– Is easier to do and more efficient than the problem behavior

• Replacement Behaviors require less physical effort & provide quicker, more reliable access to desired outcome/response than problem behavior

– Is socially acceptable

Which of the Following are Appropriate 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 Behavior– hide under her desk and be ignored– sign for “more” to another student– take completed work up to show the teacher– move to sit by another student– Use picture communication system to request teacher

help

Start w/ the Function

1. Serve same Function? Does it provide adult attn?

2. Is Behavior easier to do than problem behavior?

3. Is Behavior socially acceptable?

Which of the Following are Appropriate Replacement Behaviors?

• Jason is nine and cries when asked to do difficult tasks. The crying is maintained by avoiding or escaping difficult tasks.

• Possible Replacement Behaviors:– More rewards for doing tasks– Asking for an easier task/ worksheet– Asking to play w/ his Gameboy– Requesting adult attention– Asking to have soda after tasks are done

Start w/ the Function

1. Serve same Function? Does it provide escape from difficult task?

2. Is behavior easier to do than problem behavior?


Competing Behavior Pathway: Replacement Behavior

• Example: Jason (from previous example)

Antecedent Problem Behavior Consequence

Avoid/Escape Difficult TaskCrying

Asking for an easier task/ worksheet

Asked to do difficult tasks

NOTE: This antecedent is not specific enough

Activity 1: Identify the Replacement Behavior

1. Serve same Function? Does it allow escape task?

2. Is Behavior easier to do than problem behavior?


Yes or No?

Why?

What are the critical features of a Replacement Behavior?

Check your Replacement Behavior for Morgan

Activity 2: Jordan• With a partner go through each of the Competing

Behavior Pathway Replacement Behavior options in Example #2 Yes or No & Why

Developing Function-Based Interventions

Behavior Support Planning

Identify a range of interventions that address prevention (A), teaching (B) & consequences (C)

You may not use them all, but it is good to identify multiple interventions options across A, B & C

Teaching Replacement Behavior

Teaching BehaviorTeaching 1) Identify skill(s) to teach

– Dual focus when teaching behavior• Alternate Behavior • Desired Behavior

ALWAYS START with the Replacement Behavior-FIRST - Teach the alternate behavior you identified in Competing Behavior Pathway

-Teaching = Review & practice regularly

-THEN – teach the Desired Behavior-this may be something to focus on immediately, or only

after the student is fluent with the alternative behavior

Teaching Behavior

Don’t assume student already has Replacement Behavior in their skill set

2) Develop an observable definition of behavior– Identify examples & non-examples

2) Model/ Lead/ Test

3) Schedule Review & Practice of Skill/ Behavior Regularly

Check Your “Teaching Behavior” for Morgan

1. First teach the Alternate Behavior

What are the critical features of Teaching Interventions?

Does Alt. Beh.:a) Serve same

Function?b) Is it Easier?c) Socially

acceptable?

Yes or No?

Why?

Example: Teaching Behavior

A B C Teach Morgan to raise her hand & ask for a break, instead of

engaging in negative behavior.

*By teaching Morgan an easier replacement behavior to get what he wants, we’re making the problem behavior Inefficient.

Morgan will need frequent practice, precorrections, and prompts to help him get in the habit of using the alternate behavior

With a partner go through each of the Teaching Behavior options in Example #2 Yes or No & Why

Activity 3 - Jordan

RACER








Problem Behavior

Antecedent

FUNCTION

Function should guide selection of prevention strategies

Function should guide selection of alternative/ replacement behaviors


Targeted Routine

Antecedent Interventions

Preventing Problem Behavior

Prevention- Change the trigger that sets off the problem behavior

(A) Examine the Antecedent & Function of the Problem Behavior

(B) Change the antecedent so student will no longer need to use problem behavior (make the problem behavior Irrelevant)

• The best choices for Antecedent changes:1. Directly address the identified antecedent

2. Must address the function the problem behavior is serving

Antecedent Interventions Directly address the identified trigger (antecedent)

– Antecedent = Asked to read aloud in class• Potential options that more directly address the antecedent

– Do not ask student to read aloud in class– Give student passage in advance to practice pre-reading– Let student read 1 sentence directions they are familiar with, instead

of entire paragraphs from the text

• Non-examples (do not directly address antecedent)– Move student closer to the teacher– Attend a counseling group about anger management– Check-in with teacher before reading group

– Now, why is Function important?

Antecedent interventions must address the function the problem behavior serves

– Antecedent = Asked to read aloud in class + – Function = Avoid any public presentation (not about

reading difficulty; more related to social anxiety)

• Does the Intervention address the Function of Behavior – Do not ask student to read aloud in class (or respond publicly)– Give student passage in advance to practice pre-reading– Let student read 1 sentence directions they are familiar with, instead

of entire paragraphs from the text

Does the intervention address the function of behavior?

Antecedent Interventions

A B C Instead of giving Morgan the class writing assignment involving

paragraph and essays, let’s give her an assignment she can be more successful with (e.g., have student dictate answers instead of writing)

*By changing A, we can PREVENT Morgan’s need to engage in negative behavior, making it Irrelevant

Are Setting Events Relevant?• An event that is more removed from the immediate trigger but,

when present, makes it more likely that the trigger (antecedent) will set off the problem behavior?– May make the trigger more aversive– Momentarily changes the value of the reinforcer for the student– The event must be present sometimes and not others

– Can it be a setting event?• Forgetting medication, divorced parents, foster child,

hungry, tired, fight with peers before class, homework not done

Setting Events (SE)

Environmental events that have an indirect impact on problem

behavior by changing the significance of the antecedent or

consequence

Either increase or decrease the likelihood that a behavior will occur

Setting EventsAntecedentsBehaviorConsequence

Setting Event InterventionsBuilding in Separating Events to diminish effects of Setting Events & decrease the likelihood that problem behavior will occur

Setting Events Antecedents Behavior Consequence

Setting Event Interventions

• If Setting Event is Conflict at Home & student comes to school after conflict, we could:– Build in a morning check-in to meet with an

adult with a positive relationship• may be a counselor to talk things through

– Do a fun activity with the student to turn day around before entering the daily routine

Does the intervention directly address:

a) the antecedent?b) the Function of the

problem behavior?

Antecedent Interventions Morgan

Yes or No?

Why?

Critical features of Antecedent Interventions to prevent the Problem Behavior?

Activity 4 - JordanWith a partner go through each of the Antecedent Interventions

options in Example #2 Yes or No & Why



Problem Behavior

Antecedent

FUNCTION

Function should guide selection of prevention strategies

Function should guide selection of alternative/ replacement behaviors

Function should guide selection of consequences: (+) and (-)


Targeted Routine

RACER






Correctly Respond to Problem Behavior

When Student engages in the problem behavior:

Redirect or Prompt the student to use the Replacement Behavior….A subtle gestural or verbal prompt to remind student to use the

replacement behavior can effectively get the student on-tracke.g., Raising your hand to prompt hand-raising behavior (replacement-behavior) OR saying: “If you raise your hand you

can take a break.”

When the student engages in the replacement behavior, quickly provide the student with an outcome that matches the function of the problem behavior – This should also help to prevent escalation

E.g. if student raises hand to request an easier, substitute assignment; in order to escape difficult tasks then quickly provide the student with the easier assignment

RACER






Responding to Problem Behavior

Extinguish Problem Behavior by: Making sure the problem behavior no longer works

for the student… Identifying a response that does not result in the

desired pay/off or the function of the problem behavior

E.g., if the function of problem behavior is to escape the task, make sure when the student engages in problem behavior they do not escape the task (e.g., must stay in for recess to complete the task) Time out may not be effective if the function of student

behavior is to escape the task

Responding to Problem Behavior: Correct/Extinguish

1. Prompt the Replacement Behavior at earliest signs of problem behavior

Yes or No?

Why?

2. Identify a response to problem behavior that does not reinforce the Problem Behavior

Steps in Identifying Responses to Problem Behavior?

Example: Correct & Extinguish

A B C We must refuse to (C) let Morganavoid long writing tasks by (B)

engaging in disrespectful behavior & Instead prompt her to raise her hand and (C) reward her for (B) raising her hand & asking for a break (Alternate Behavior)

*By not providing Morgan w/ what she wants when she engages in disrespectful behavior we are making the problem behavior Ineffective.

It is important that we work hard to Reinforce Morgan for engaging in the alternate behavior, or she is likely to go back to & escalate the problem behavior

Activity 6With a partner go through each of the Correct & Extinguish

Intervention options in Example #2 Yes or No & Why

RACER






Reinforce Positive Behavior

• Reinforcement should focus on 2 different sets of behaviors

Replacement Behaviors & Desired Behaviors

1. Reinforce the Replacement Behavior

When the student engages in the replacement behavior, quickly provide the student with an outcome that matches the outcome/ function of the problem behavior

E.g. if student raises hand to request an easier, substitute assignment; in order to escape difficult tasks then quickly provide the student with the easier assignment

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2. Reinforce Desired Behaviors

Reinforce the Desired Behavior(s), or approximations of the desired behavior

The ultimate plan is to have the student move beyond the replacement behavior to using the desired behavior

Reinforcing this progression should start from the beginning of the intervention

Considerations for Reinforcing Desired Behavior

A. The goals & expectations for desired behavior must be reasonable

• Reasonable expectations of student behavior– EXAMPLE: on a daily basis the student is out of seat & off task

the entire period & has not turned in any work the entire term

– Probably NOT a Reasonable Expectation = student to be in seat the whole class period and turn in completed worksheets

– More Reasonable approximations (Start Small & Build on Success):

» Turns in assignments 50% completed» On task and trying to complete work for 15 minutes each

period

Reinforcing Desired BehaviorB. The timeframe for goals for desired behavior must be reasonable

– In the Beginning try to Reinforce Every occurrence or approximation

– Reasonable timeframes for Reinforcement• Probably NOT Reasonable Timeframes for reinforcement

– If student turns in all worksheets for week 1, he will earn 15 min. in skate park on Friday

– If student is in seat and on-task for the entire period, he will earn a candy bar

• More Reasonable Timeframes for reinforcement– If student completes 5 problems, he can choose 3 problems to

cross off the worksheet– If student is on task for 10 min., he will earn 4 min. of computer

time

Considerations for Reinforcing Desired Behavior

C. The reinforcer must be valued by the student

– The function of behavior is a good place to start when identifying valued reinforcers

– e.g. If the function of behavior is to Gain Peer Attention, the reinforcer should give access to Peer Attention

– e.g. if the function of behavior is to Avoid Difficult Task the reinforcer could be a “Free Homework Pass”

Reinforcing Positive Behavior

1. Identify an intervention to Reinforce the Replacement Behavior

Yes or No?

Why?

Critical features of Reinforcers?

2. Identify an intervention to Reinforce the Desired Behavior

Steps in Identifying Reinforcers?

a) Is reinforcer valued? (start w/ function of behavior)

b) Are expectations & timeframes reasonable for the student?

Activity 5With a partner go through each of the Reinforcement Intervention

options in Example #2 Yes or No & Why



Progress

Morgan’s Function-Based Intervention

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Function of Behavior

Antecedent Strategies

Prevent Problem Behavior & Support Desired Behavior

Make Problem Behaviors Irrelevant

Behavior Teaching Strategies

Teach replacement & desired behavior that gets results more quickly or easily to make the problem behavior Inefficient.

Consequence Strategies

Change consequences that have supported rather than eliminated the problem behavior.

Do NOT allow the negative behavior to pay off for the student, put the negative behavior on extinction

Reward appropriate behavior to make the problem behavior Ineffective.

Attention Seeking Prevention (give attention early for positive behaviors)

Check-in – provide adult attention immediately upon student arrival

Give student leadership responsibility or a class ‘job’ that requires the student to interact w/ staff

Place student in desk where they are easily accessible for frequent staff attention

Give student frequent intermittent attention for positive or neutral behavior

Pre-correct - Frequently & deliberately remind student to raise their hand and wait patiently if they want your attention

Teach student more appropriate ways to ask for adult attention

Identify and teach specific examples of ways to ask for attention

-Raise hand and wait patiently for teacher to call on you

-likely need to differentiate (large group, small group, work time, etc.)

Respond quickly if student asks appropriate for adult attention

Give the student frequent adult attention for positive behavior

Student earns ‘lunch w/ teacher’ when student earns points for paying attn in class & asking appropriately for attention

Eliminate/minimize the amount of attention provided to a student for engaging in problem behavior

--Limit verbal interaction – create a signal to prompt the student to stop the problem behavior

--Avoid power struggles

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Function of Behavior

Antecedent Strategies Behavior Teaching Strategies Consequence Strategies

Avoid Task Prevention (modify task or provide support)

Modify assignments to meet student instructional/skill level (adjust timelines, provide graphic organizers, break in to smaller chunks, etc.)

Assign student to work with a peer

Provide additional instruction/support

Provide visual prompt to cue steps for completing tasks student struggles with

Provide additional support focused on instructional skills (Homework Club, study hall, etc.)

Pre-Teaching content

Pre-Correct - Frequently & deliberately remind student to ask for help

Teach student more appropriate ways to ask for help from teacher or peers

Provide additional instruction on skill deficits

Identify and teach specific examples of ways to ask for help

-Raise hand and wait patiently for teacher to call on you

-teach student to use a break card

-likely need to differentiate (large group, small group, work time, etc.)

Provide academic instruction/support to address student skill deficits

-More focused instruction in class

- Additional instructional group

- Special Education support for academic deficit

- Additional support and practice at home

-Additional assessment to identify specific skill deficits

Respond quickly if student asks for help or for a break

Reward students for on task, trying hard, work completion & for asking for a break or help appropriately

Eliminate/minimize the amount of missed instructional time or work provided to a student for engaging in problem behavior

--However, need to make sure student is capable of doing work… or provide support/instruction so student can complete the work



Progress

Behavior Implementation Plan

Team Planning

• As an intervention team, ensure that steps are taken to complete tasks identified in the behavior support plan

• Identify the tasks, person/s responsible, and by when

• Identify a date to review these tasks

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Progress

Evaluation Plan

Behavior Evaluation Plan

• Complete evaluation portion of BIP to determine whether tasks will be: – Monitored (continued and data will be monitored)– Modified (tasks to change)– Discontinue (tasks to discontinue)

• Ensure that interventions are being implemented and that data are being collected on student progress

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Progress

Follow-up Meetings

• Continue to hold meetings to follow up on student progress and to ensure fidelity of implementation of the behavior support plan

• Consistent meetings should be held with the team at least once per month

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Part 4: Function-Based Behavior Support Planning 1 Basic FBA.

Documents

Transcript of Part 4: Function-Based Behavior Support Planning 1 Basic FBA.