Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

122
FUNCTIONAL BEHAVIORAL ASSESSMENTS Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

Transcript of Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

Page 1: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

1

FUNCTIONAL BEHAVIORAL ASSESSMENTSPaul Knight

Nancy LindahlSeptember 24 2010

WELCOME

Your Trainers

Paul Knight

Principal-Lakeside Academy 3rd year and at Valley Center School for 25 years

PBLS Specialist Specialty Schools

School Psychologist Croyden Ave School for 5 years

PhD Applied Behavior Analysis

Your TrainersNancy LindahlPositive Behavior

Support Coach-KRESA

20 years as a middle school Special Ed Teacher

MI amp NY

10 years as founder and Behavior Specialist of

Kalamazoo Advantage Academy

The Instructional Center working in collaboration with local districts

state agencies universities and other intermediate school districts

is involved in all aspects of curriculum and instruction focused on assisting local districts and school buildings

in improving and enhancing student achievement

Kresa

Norms

SHARE

Listen

Limit Sidebars

TURN OFF ORVIBRATE

CELL PHONES

BreaksLunchComputerBathroomsMisc

7

Review QuestionnaireWhy (Rationale and background)

8

Todayrsquos Agenda Group Activity Case Study The Science of Behavior Functional Behavior Assessment Completing your own Assessment Functional AnalysismdashThe Rest of the

Story F-BSP Teaming Packets of resources

Task 1a Case Study

Please write a paragraph introducing us to a student whose behavior is problematic This should be a student you know well enough to describe behavioral issues

Do not use the studentrsquos real name in your description

Share problems within group and then class

10

OBJECTIVE FOR TODAY

Introduce you to and practice a process to increase your likelihood

of developing interventions that will change behavior in the desired

direction

Precision in LanguageCommunicationOrganize the Process

Increase Confidence

Organize Your AnalysisThinking

11

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

1 Common purpose amp approach to discipline

2 Clear set of positive expectations amp behaviors

3 Procedures for teaching expected behavior4 Continuum of procedures for

encouraging expected behavior5 Continuum of procedures for discouraging

inappropriate behavior6 Procedures for on-going monitoring amp

evaluation

12

School-wide Systems

13

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Classroom-wide positive expectations taught amp encouraged

Teaching classroom routines amp cues taught amp encouraged

Ratio of 6-8 positive to 1 negative adult-student interaction

Active supervision Redirections for minor infrequent behavior

errors Frequent precorrections for chronic errors Effective academic instruction amp curriculum

14

ClassroomSetting Systems

15

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Positive expectations amp routines taught amp encouraged

Active supervision by all staff Scan move interact

Precorrections amp reminders Positive reinforcement

16

NonclassroomSetting Systems

17

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

18

Behavioral competence at school amp district levels

Function-based behavior support planning

Team- amp data-based decision making Comprehensive person-centered

planning amp wraparound processes Targeted social skills amp self-management

instruction Individualized instructional amp curricular

accommodations

Individual StudentSystems

19

Summary Create systems-based preventive

continuum of behavior support Focus on adult behavior Establish behavioral competence Utilize data based decisions Give priority to academic success Invest in evidence-based practices Teach amp acknowledge behavioral

expectations Work from a person-centered function-

based approach Arrange to work smarter

20

TASK 2A READ AND REPORT`1 Get into groups of 5 Assign a number to each person in your group 1-5

2 Find the blue page titled ldquoTechnical Adequacy of the Functional Assessment Checklistrdquo Read it

3 Answer the question on the next slide corresponding to your number

4 Report to your group on your information

5 Report to whole group and compare responses

21

TASK 2B READ AND REPORT1 What is functional behavior assessment

2 What are the sources of data used in an FBA

3 Is it a research based practice

4 What is the potential success rate of interventions not using an FBA

5 Why is a functional analysis less practical or not useful

22

Some working definitions Behavior ndash what someone does (an observable

and measurable action)

Behavioral Function ndash As key aspects of the environment change so does behavior

Functional Behavioral Assessment (FBA) - A systematic team process for determining the environmental variables that impact the behavior

Functional Behavior Analysis ndash A scientific process for determining the environmental variables that impact behavior (ABCrsquos setting events etc)

23

BEHAVIORAL SCIENCE 101GENERAL CONCEPTS

24

CHANGING THE WAY WE THINK (ABOUT PROBLEM BEHAVIOR)

In a function based approach effective solutions to problem

behavior focus on environmental events that trigger and maintain

behavior

Rarely can problem behaviors be impacted by focusing on within-

person pathologies This can be a dramatic shift in thinking for many school

personnel

Change the environment rather than fixing the person

25

CHANGING THE WAY WE THINK

At the foundation of FBA are three major tenets about behavior

Human behavior is predictable

Human behavior is changeable

Human behavior is functional

26

CHANGING THE WAY WE THINK

Human behavior is functional

The purpose is to obtain something

orThe purpose is to avoid or escape something

People behave the way they do for a reason ndash behavior

serves a purpose

Students use effective strategies more often than ineffective

strategies

27

CHANGING THE WAY WE THINK

Human behavior is functional

Students sometimes learn that problem behavior is more efficient for obtaining

what they wantStudents sometimes learn that

problem behavior is more effective for obtaining what they want

Students use effectiveefficient strategies more often than ineffective or

inefficient strategies

28

CHANGING THE WAY WE THINK

Human behavior is predictable

Environmental conditions can Set up

Set off

Behavior is a function of the environment (and does not occur in

a vacuum)

Or maintain student behavior

29

CHANGING THE WAY WE THINK

Human behavior is changeable

Design of effective environmental routinesThese routines focus on changing

the conditions that set up set off or maintain problematic behavior

FBA switches the focus from ldquotreatment of within-child

pathologyrdquo to

These routines make the problem behavior irrelevant inefficient or ineffective``

30

In An Effective Environmenthellip

Problem behaviors are irrelevant whenChild doesnrsquot need to escape anymoreChild has access to positive events more

commonly Problem behaviors are inefficient when

Alternative behavior is availableAlternative behavior is taught

Problem behaviors are ineffective whenProblem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid

31

DEFINITION OF INSANITY

ldquoDoing the same thing over and over again and expecting different resultsrdquo

Albert Einstein

32

Science of behavior has taught us that studentshellip Are not born with ldquobad behaviorsrdquo Do not learn when presented contingent

aversive consequences

helliphellipDo learn better ways of behaving by being taught directly amp receiving positive feedbackhellipconsider function

33

I know that you believe that you understood what you think I said but I am not sure you realize that what you heard is not what I meant

Robert McCloskey State Department spokesman

(attributed)

Precision in Communication

34

LESSON LEARNED THROUGH THE SCIENCE OF BEHAVIOR

Interventions in schools should focus on changing behaviors not treating diagnostic labels categories or conditions

35

Task 3 Trait or Behavior Although people usually view others in

terms of personality traits this model looks at behaviors See whether you can differentiate between the types of descriptions in the following paragraph

It may be helpful to use the following

bullBehavior = what person doesbullTrait = what person is

36

Task 4 Observable Behavior

First work individually and then compare your answers with your tablemates

Complete the Observable vs Unobservable worksheet

37

PRECISION COMMUNICATIONWhen doing an FBA using precise language is necessary to complete

the assessment and it helps later in intervention planning

The words we use to describe human actions (action verbs topography)

The sequence in which we describe things (patterns of actions what

occurs 1st 2nd etc)

The numbers we use to describe behavior (frequency duration latency

time-of-day)

Precise problem statements include info about the core ldquoWrsquosrdquo What

Where Who and When

38

Task 1b Case Study ContinuedRewriterevise the paragraph introducing us

to a student whose behavior is problematic See if you can make your description more precise

You will share revisions within group and then class

39

BEHAVIORAL SCIENCE 201SPECIFIC TERMINOLOGY

40

Behavior is the result of the interaction between the individual

and their environment

Antecedent

>
>

41

The A-B-Cs of Behavior Science

Conditions under which behavior is likely to occur

Behavior

Event that maintains the occurrence of behavior

Antecedent Behavior Consequence

The Three-Term Contingency

42

ldquoAntecedentrdquo events What sets off hisher behavior Occurs before behavior

When told to get ready for bed Darius brushes his teeth

When Sally sees a commercial for potato chips she goes to the kitchen to get a snack

When Andrew sees the police car he hides in the bushes

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 2: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

Your Trainers

Paul Knight

Principal-Lakeside Academy 3rd year and at Valley Center School for 25 years

PBLS Specialist Specialty Schools

School Psychologist Croyden Ave School for 5 years

PhD Applied Behavior Analysis

Your TrainersNancy LindahlPositive Behavior

Support Coach-KRESA

20 years as a middle school Special Ed Teacher

MI amp NY

10 years as founder and Behavior Specialist of

Kalamazoo Advantage Academy

The Instructional Center working in collaboration with local districts

state agencies universities and other intermediate school districts

is involved in all aspects of curriculum and instruction focused on assisting local districts and school buildings

in improving and enhancing student achievement

Kresa

Norms

SHARE

Listen

Limit Sidebars

TURN OFF ORVIBRATE

CELL PHONES

BreaksLunchComputerBathroomsMisc

7

Review QuestionnaireWhy (Rationale and background)

8

Todayrsquos Agenda Group Activity Case Study The Science of Behavior Functional Behavior Assessment Completing your own Assessment Functional AnalysismdashThe Rest of the

Story F-BSP Teaming Packets of resources

Task 1a Case Study

Please write a paragraph introducing us to a student whose behavior is problematic This should be a student you know well enough to describe behavioral issues

Do not use the studentrsquos real name in your description

Share problems within group and then class

10

OBJECTIVE FOR TODAY

Introduce you to and practice a process to increase your likelihood

of developing interventions that will change behavior in the desired

direction

Precision in LanguageCommunicationOrganize the Process

Increase Confidence

Organize Your AnalysisThinking

11

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

1 Common purpose amp approach to discipline

2 Clear set of positive expectations amp behaviors

3 Procedures for teaching expected behavior4 Continuum of procedures for

encouraging expected behavior5 Continuum of procedures for discouraging

inappropriate behavior6 Procedures for on-going monitoring amp

evaluation

12

School-wide Systems

13

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Classroom-wide positive expectations taught amp encouraged

Teaching classroom routines amp cues taught amp encouraged

Ratio of 6-8 positive to 1 negative adult-student interaction

Active supervision Redirections for minor infrequent behavior

errors Frequent precorrections for chronic errors Effective academic instruction amp curriculum

14

ClassroomSetting Systems

15

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Positive expectations amp routines taught amp encouraged

Active supervision by all staff Scan move interact

Precorrections amp reminders Positive reinforcement

16

NonclassroomSetting Systems

17

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

18

Behavioral competence at school amp district levels

Function-based behavior support planning

Team- amp data-based decision making Comprehensive person-centered

planning amp wraparound processes Targeted social skills amp self-management

instruction Individualized instructional amp curricular

accommodations

Individual StudentSystems

19

Summary Create systems-based preventive

continuum of behavior support Focus on adult behavior Establish behavioral competence Utilize data based decisions Give priority to academic success Invest in evidence-based practices Teach amp acknowledge behavioral

expectations Work from a person-centered function-

based approach Arrange to work smarter

20

TASK 2A READ AND REPORT`1 Get into groups of 5 Assign a number to each person in your group 1-5

2 Find the blue page titled ldquoTechnical Adequacy of the Functional Assessment Checklistrdquo Read it

3 Answer the question on the next slide corresponding to your number

4 Report to your group on your information

5 Report to whole group and compare responses

21

TASK 2B READ AND REPORT1 What is functional behavior assessment

2 What are the sources of data used in an FBA

3 Is it a research based practice

4 What is the potential success rate of interventions not using an FBA

5 Why is a functional analysis less practical or not useful

22

Some working definitions Behavior ndash what someone does (an observable

and measurable action)

Behavioral Function ndash As key aspects of the environment change so does behavior

Functional Behavioral Assessment (FBA) - A systematic team process for determining the environmental variables that impact the behavior

Functional Behavior Analysis ndash A scientific process for determining the environmental variables that impact behavior (ABCrsquos setting events etc)

23

BEHAVIORAL SCIENCE 101GENERAL CONCEPTS

24

CHANGING THE WAY WE THINK (ABOUT PROBLEM BEHAVIOR)

In a function based approach effective solutions to problem

behavior focus on environmental events that trigger and maintain

behavior

Rarely can problem behaviors be impacted by focusing on within-

person pathologies This can be a dramatic shift in thinking for many school

personnel

Change the environment rather than fixing the person

25

CHANGING THE WAY WE THINK

At the foundation of FBA are three major tenets about behavior

Human behavior is predictable

Human behavior is changeable

Human behavior is functional

26

CHANGING THE WAY WE THINK

Human behavior is functional

The purpose is to obtain something

orThe purpose is to avoid or escape something

People behave the way they do for a reason ndash behavior

serves a purpose

Students use effective strategies more often than ineffective

strategies

27

CHANGING THE WAY WE THINK

Human behavior is functional

Students sometimes learn that problem behavior is more efficient for obtaining

what they wantStudents sometimes learn that

problem behavior is more effective for obtaining what they want

Students use effectiveefficient strategies more often than ineffective or

inefficient strategies

28

CHANGING THE WAY WE THINK

Human behavior is predictable

Environmental conditions can Set up

Set off

Behavior is a function of the environment (and does not occur in

a vacuum)

Or maintain student behavior

29

CHANGING THE WAY WE THINK

Human behavior is changeable

Design of effective environmental routinesThese routines focus on changing

the conditions that set up set off or maintain problematic behavior

FBA switches the focus from ldquotreatment of within-child

pathologyrdquo to

These routines make the problem behavior irrelevant inefficient or ineffective``

30

In An Effective Environmenthellip

Problem behaviors are irrelevant whenChild doesnrsquot need to escape anymoreChild has access to positive events more

commonly Problem behaviors are inefficient when

Alternative behavior is availableAlternative behavior is taught

Problem behaviors are ineffective whenProblem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid

31

DEFINITION OF INSANITY

ldquoDoing the same thing over and over again and expecting different resultsrdquo

Albert Einstein

32

Science of behavior has taught us that studentshellip Are not born with ldquobad behaviorsrdquo Do not learn when presented contingent

aversive consequences

helliphellipDo learn better ways of behaving by being taught directly amp receiving positive feedbackhellipconsider function

33

I know that you believe that you understood what you think I said but I am not sure you realize that what you heard is not what I meant

Robert McCloskey State Department spokesman

(attributed)

Precision in Communication

34

LESSON LEARNED THROUGH THE SCIENCE OF BEHAVIOR

Interventions in schools should focus on changing behaviors not treating diagnostic labels categories or conditions

35

Task 3 Trait or Behavior Although people usually view others in

terms of personality traits this model looks at behaviors See whether you can differentiate between the types of descriptions in the following paragraph

It may be helpful to use the following

bullBehavior = what person doesbullTrait = what person is

36

Task 4 Observable Behavior

First work individually and then compare your answers with your tablemates

Complete the Observable vs Unobservable worksheet

37

PRECISION COMMUNICATIONWhen doing an FBA using precise language is necessary to complete

the assessment and it helps later in intervention planning

The words we use to describe human actions (action verbs topography)

The sequence in which we describe things (patterns of actions what

occurs 1st 2nd etc)

The numbers we use to describe behavior (frequency duration latency

time-of-day)

Precise problem statements include info about the core ldquoWrsquosrdquo What

Where Who and When

38

Task 1b Case Study ContinuedRewriterevise the paragraph introducing us

to a student whose behavior is problematic See if you can make your description more precise

You will share revisions within group and then class

39

BEHAVIORAL SCIENCE 201SPECIFIC TERMINOLOGY

40

Behavior is the result of the interaction between the individual

and their environment

Antecedent

>
>

41

The A-B-Cs of Behavior Science

Conditions under which behavior is likely to occur

Behavior

Event that maintains the occurrence of behavior

Antecedent Behavior Consequence

The Three-Term Contingency

42

ldquoAntecedentrdquo events What sets off hisher behavior Occurs before behavior

When told to get ready for bed Darius brushes his teeth

When Sally sees a commercial for potato chips she goes to the kitchen to get a snack

When Andrew sees the police car he hides in the bushes

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 3: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

Your TrainersNancy LindahlPositive Behavior

Support Coach-KRESA

20 years as a middle school Special Ed Teacher

MI amp NY

10 years as founder and Behavior Specialist of

Kalamazoo Advantage Academy

The Instructional Center working in collaboration with local districts

state agencies universities and other intermediate school districts

is involved in all aspects of curriculum and instruction focused on assisting local districts and school buildings

in improving and enhancing student achievement

Kresa

Norms

SHARE

Listen

Limit Sidebars

TURN OFF ORVIBRATE

CELL PHONES

BreaksLunchComputerBathroomsMisc

7

Review QuestionnaireWhy (Rationale and background)

8

Todayrsquos Agenda Group Activity Case Study The Science of Behavior Functional Behavior Assessment Completing your own Assessment Functional AnalysismdashThe Rest of the

Story F-BSP Teaming Packets of resources

Task 1a Case Study

Please write a paragraph introducing us to a student whose behavior is problematic This should be a student you know well enough to describe behavioral issues

Do not use the studentrsquos real name in your description

Share problems within group and then class

10

OBJECTIVE FOR TODAY

Introduce you to and practice a process to increase your likelihood

of developing interventions that will change behavior in the desired

direction

Precision in LanguageCommunicationOrganize the Process

Increase Confidence

Organize Your AnalysisThinking

11

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

1 Common purpose amp approach to discipline

2 Clear set of positive expectations amp behaviors

3 Procedures for teaching expected behavior4 Continuum of procedures for

encouraging expected behavior5 Continuum of procedures for discouraging

inappropriate behavior6 Procedures for on-going monitoring amp

evaluation

12

School-wide Systems

13

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Classroom-wide positive expectations taught amp encouraged

Teaching classroom routines amp cues taught amp encouraged

Ratio of 6-8 positive to 1 negative adult-student interaction

Active supervision Redirections for minor infrequent behavior

errors Frequent precorrections for chronic errors Effective academic instruction amp curriculum

14

ClassroomSetting Systems

15

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Positive expectations amp routines taught amp encouraged

Active supervision by all staff Scan move interact

Precorrections amp reminders Positive reinforcement

16

NonclassroomSetting Systems

17

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

18

Behavioral competence at school amp district levels

Function-based behavior support planning

Team- amp data-based decision making Comprehensive person-centered

planning amp wraparound processes Targeted social skills amp self-management

instruction Individualized instructional amp curricular

accommodations

Individual StudentSystems

19

Summary Create systems-based preventive

continuum of behavior support Focus on adult behavior Establish behavioral competence Utilize data based decisions Give priority to academic success Invest in evidence-based practices Teach amp acknowledge behavioral

expectations Work from a person-centered function-

based approach Arrange to work smarter

20

TASK 2A READ AND REPORT`1 Get into groups of 5 Assign a number to each person in your group 1-5

2 Find the blue page titled ldquoTechnical Adequacy of the Functional Assessment Checklistrdquo Read it

3 Answer the question on the next slide corresponding to your number

4 Report to your group on your information

5 Report to whole group and compare responses

21

TASK 2B READ AND REPORT1 What is functional behavior assessment

2 What are the sources of data used in an FBA

3 Is it a research based practice

4 What is the potential success rate of interventions not using an FBA

5 Why is a functional analysis less practical or not useful

22

Some working definitions Behavior ndash what someone does (an observable

and measurable action)

Behavioral Function ndash As key aspects of the environment change so does behavior

Functional Behavioral Assessment (FBA) - A systematic team process for determining the environmental variables that impact the behavior

Functional Behavior Analysis ndash A scientific process for determining the environmental variables that impact behavior (ABCrsquos setting events etc)

23

BEHAVIORAL SCIENCE 101GENERAL CONCEPTS

24

CHANGING THE WAY WE THINK (ABOUT PROBLEM BEHAVIOR)

In a function based approach effective solutions to problem

behavior focus on environmental events that trigger and maintain

behavior

Rarely can problem behaviors be impacted by focusing on within-

person pathologies This can be a dramatic shift in thinking for many school

personnel

Change the environment rather than fixing the person

25

CHANGING THE WAY WE THINK

At the foundation of FBA are three major tenets about behavior

Human behavior is predictable

Human behavior is changeable

Human behavior is functional

26

CHANGING THE WAY WE THINK

Human behavior is functional

The purpose is to obtain something

orThe purpose is to avoid or escape something

People behave the way they do for a reason ndash behavior

serves a purpose

Students use effective strategies more often than ineffective

strategies

27

CHANGING THE WAY WE THINK

Human behavior is functional

Students sometimes learn that problem behavior is more efficient for obtaining

what they wantStudents sometimes learn that

problem behavior is more effective for obtaining what they want

Students use effectiveefficient strategies more often than ineffective or

inefficient strategies

28

CHANGING THE WAY WE THINK

Human behavior is predictable

Environmental conditions can Set up

Set off

Behavior is a function of the environment (and does not occur in

a vacuum)

Or maintain student behavior

29

CHANGING THE WAY WE THINK

Human behavior is changeable

Design of effective environmental routinesThese routines focus on changing

the conditions that set up set off or maintain problematic behavior

FBA switches the focus from ldquotreatment of within-child

pathologyrdquo to

These routines make the problem behavior irrelevant inefficient or ineffective``

30

In An Effective Environmenthellip

Problem behaviors are irrelevant whenChild doesnrsquot need to escape anymoreChild has access to positive events more

commonly Problem behaviors are inefficient when

Alternative behavior is availableAlternative behavior is taught

Problem behaviors are ineffective whenProblem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid

31

DEFINITION OF INSANITY

ldquoDoing the same thing over and over again and expecting different resultsrdquo

Albert Einstein

32

Science of behavior has taught us that studentshellip Are not born with ldquobad behaviorsrdquo Do not learn when presented contingent

aversive consequences

helliphellipDo learn better ways of behaving by being taught directly amp receiving positive feedbackhellipconsider function

33

I know that you believe that you understood what you think I said but I am not sure you realize that what you heard is not what I meant

Robert McCloskey State Department spokesman

(attributed)

Precision in Communication

34

LESSON LEARNED THROUGH THE SCIENCE OF BEHAVIOR

Interventions in schools should focus on changing behaviors not treating diagnostic labels categories or conditions

35

Task 3 Trait or Behavior Although people usually view others in

terms of personality traits this model looks at behaviors See whether you can differentiate between the types of descriptions in the following paragraph

It may be helpful to use the following

bullBehavior = what person doesbullTrait = what person is

36

Task 4 Observable Behavior

First work individually and then compare your answers with your tablemates

Complete the Observable vs Unobservable worksheet

37

PRECISION COMMUNICATIONWhen doing an FBA using precise language is necessary to complete

the assessment and it helps later in intervention planning

The words we use to describe human actions (action verbs topography)

The sequence in which we describe things (patterns of actions what

occurs 1st 2nd etc)

The numbers we use to describe behavior (frequency duration latency

time-of-day)

Precise problem statements include info about the core ldquoWrsquosrdquo What

Where Who and When

38

Task 1b Case Study ContinuedRewriterevise the paragraph introducing us

to a student whose behavior is problematic See if you can make your description more precise

You will share revisions within group and then class

39

BEHAVIORAL SCIENCE 201SPECIFIC TERMINOLOGY

40

Behavior is the result of the interaction between the individual

and their environment

Antecedent

>
>

41

The A-B-Cs of Behavior Science

Conditions under which behavior is likely to occur

Behavior

Event that maintains the occurrence of behavior

Antecedent Behavior Consequence

The Three-Term Contingency

42

ldquoAntecedentrdquo events What sets off hisher behavior Occurs before behavior

When told to get ready for bed Darius brushes his teeth

When Sally sees a commercial for potato chips she goes to the kitchen to get a snack

When Andrew sees the police car he hides in the bushes

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 4: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

The Instructional Center working in collaboration with local districts

state agencies universities and other intermediate school districts

is involved in all aspects of curriculum and instruction focused on assisting local districts and school buildings

in improving and enhancing student achievement

Kresa

Norms

SHARE

Listen

Limit Sidebars

TURN OFF ORVIBRATE

CELL PHONES

BreaksLunchComputerBathroomsMisc

7

Review QuestionnaireWhy (Rationale and background)

8

Todayrsquos Agenda Group Activity Case Study The Science of Behavior Functional Behavior Assessment Completing your own Assessment Functional AnalysismdashThe Rest of the

Story F-BSP Teaming Packets of resources

Task 1a Case Study

Please write a paragraph introducing us to a student whose behavior is problematic This should be a student you know well enough to describe behavioral issues

Do not use the studentrsquos real name in your description

Share problems within group and then class

10

OBJECTIVE FOR TODAY

Introduce you to and practice a process to increase your likelihood

of developing interventions that will change behavior in the desired

direction

Precision in LanguageCommunicationOrganize the Process

Increase Confidence

Organize Your AnalysisThinking

11

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

1 Common purpose amp approach to discipline

2 Clear set of positive expectations amp behaviors

3 Procedures for teaching expected behavior4 Continuum of procedures for

encouraging expected behavior5 Continuum of procedures for discouraging

inappropriate behavior6 Procedures for on-going monitoring amp

evaluation

12

School-wide Systems

13

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Classroom-wide positive expectations taught amp encouraged

Teaching classroom routines amp cues taught amp encouraged

Ratio of 6-8 positive to 1 negative adult-student interaction

Active supervision Redirections for minor infrequent behavior

errors Frequent precorrections for chronic errors Effective academic instruction amp curriculum

14

ClassroomSetting Systems

15

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Positive expectations amp routines taught amp encouraged

Active supervision by all staff Scan move interact

Precorrections amp reminders Positive reinforcement

16

NonclassroomSetting Systems

17

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

18

Behavioral competence at school amp district levels

Function-based behavior support planning

Team- amp data-based decision making Comprehensive person-centered

planning amp wraparound processes Targeted social skills amp self-management

instruction Individualized instructional amp curricular

accommodations

Individual StudentSystems

19

Summary Create systems-based preventive

continuum of behavior support Focus on adult behavior Establish behavioral competence Utilize data based decisions Give priority to academic success Invest in evidence-based practices Teach amp acknowledge behavioral

expectations Work from a person-centered function-

based approach Arrange to work smarter

20

TASK 2A READ AND REPORT`1 Get into groups of 5 Assign a number to each person in your group 1-5

2 Find the blue page titled ldquoTechnical Adequacy of the Functional Assessment Checklistrdquo Read it

3 Answer the question on the next slide corresponding to your number

4 Report to your group on your information

5 Report to whole group and compare responses

21

TASK 2B READ AND REPORT1 What is functional behavior assessment

2 What are the sources of data used in an FBA

3 Is it a research based practice

4 What is the potential success rate of interventions not using an FBA

5 Why is a functional analysis less practical or not useful

22

Some working definitions Behavior ndash what someone does (an observable

and measurable action)

Behavioral Function ndash As key aspects of the environment change so does behavior

Functional Behavioral Assessment (FBA) - A systematic team process for determining the environmental variables that impact the behavior

Functional Behavior Analysis ndash A scientific process for determining the environmental variables that impact behavior (ABCrsquos setting events etc)

23

BEHAVIORAL SCIENCE 101GENERAL CONCEPTS

24

CHANGING THE WAY WE THINK (ABOUT PROBLEM BEHAVIOR)

In a function based approach effective solutions to problem

behavior focus on environmental events that trigger and maintain

behavior

Rarely can problem behaviors be impacted by focusing on within-

person pathologies This can be a dramatic shift in thinking for many school

personnel

Change the environment rather than fixing the person

25

CHANGING THE WAY WE THINK

At the foundation of FBA are three major tenets about behavior

Human behavior is predictable

Human behavior is changeable

Human behavior is functional

26

CHANGING THE WAY WE THINK

Human behavior is functional

The purpose is to obtain something

orThe purpose is to avoid or escape something

People behave the way they do for a reason ndash behavior

serves a purpose

Students use effective strategies more often than ineffective

strategies

27

CHANGING THE WAY WE THINK

Human behavior is functional

Students sometimes learn that problem behavior is more efficient for obtaining

what they wantStudents sometimes learn that

problem behavior is more effective for obtaining what they want

Students use effectiveefficient strategies more often than ineffective or

inefficient strategies

28

CHANGING THE WAY WE THINK

Human behavior is predictable

Environmental conditions can Set up

Set off

Behavior is a function of the environment (and does not occur in

a vacuum)

Or maintain student behavior

29

CHANGING THE WAY WE THINK

Human behavior is changeable

Design of effective environmental routinesThese routines focus on changing

the conditions that set up set off or maintain problematic behavior

FBA switches the focus from ldquotreatment of within-child

pathologyrdquo to

These routines make the problem behavior irrelevant inefficient or ineffective``

30

In An Effective Environmenthellip

Problem behaviors are irrelevant whenChild doesnrsquot need to escape anymoreChild has access to positive events more

commonly Problem behaviors are inefficient when

Alternative behavior is availableAlternative behavior is taught

Problem behaviors are ineffective whenProblem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid

31

DEFINITION OF INSANITY

ldquoDoing the same thing over and over again and expecting different resultsrdquo

Albert Einstein

32

Science of behavior has taught us that studentshellip Are not born with ldquobad behaviorsrdquo Do not learn when presented contingent

aversive consequences

helliphellipDo learn better ways of behaving by being taught directly amp receiving positive feedbackhellipconsider function

33

I know that you believe that you understood what you think I said but I am not sure you realize that what you heard is not what I meant

Robert McCloskey State Department spokesman

(attributed)

Precision in Communication

34

LESSON LEARNED THROUGH THE SCIENCE OF BEHAVIOR

Interventions in schools should focus on changing behaviors not treating diagnostic labels categories or conditions

35

Task 3 Trait or Behavior Although people usually view others in

terms of personality traits this model looks at behaviors See whether you can differentiate between the types of descriptions in the following paragraph

It may be helpful to use the following

bullBehavior = what person doesbullTrait = what person is

36

Task 4 Observable Behavior

First work individually and then compare your answers with your tablemates

Complete the Observable vs Unobservable worksheet

37

PRECISION COMMUNICATIONWhen doing an FBA using precise language is necessary to complete

the assessment and it helps later in intervention planning

The words we use to describe human actions (action verbs topography)

The sequence in which we describe things (patterns of actions what

occurs 1st 2nd etc)

The numbers we use to describe behavior (frequency duration latency

time-of-day)

Precise problem statements include info about the core ldquoWrsquosrdquo What

Where Who and When

38

Task 1b Case Study ContinuedRewriterevise the paragraph introducing us

to a student whose behavior is problematic See if you can make your description more precise

You will share revisions within group and then class

39

BEHAVIORAL SCIENCE 201SPECIFIC TERMINOLOGY

40

Behavior is the result of the interaction between the individual

and their environment

Antecedent

>
>

41

The A-B-Cs of Behavior Science

Conditions under which behavior is likely to occur

Behavior

Event that maintains the occurrence of behavior

Antecedent Behavior Consequence

The Three-Term Contingency

42

ldquoAntecedentrdquo events What sets off hisher behavior Occurs before behavior

When told to get ready for bed Darius brushes his teeth

When Sally sees a commercial for potato chips she goes to the kitchen to get a snack

When Andrew sees the police car he hides in the bushes

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 5: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

Norms

SHARE

Listen

Limit Sidebars

TURN OFF ORVIBRATE

CELL PHONES

BreaksLunchComputerBathroomsMisc

7

Review QuestionnaireWhy (Rationale and background)

8

Todayrsquos Agenda Group Activity Case Study The Science of Behavior Functional Behavior Assessment Completing your own Assessment Functional AnalysismdashThe Rest of the

Story F-BSP Teaming Packets of resources

Task 1a Case Study

Please write a paragraph introducing us to a student whose behavior is problematic This should be a student you know well enough to describe behavioral issues

Do not use the studentrsquos real name in your description

Share problems within group and then class

10

OBJECTIVE FOR TODAY

Introduce you to and practice a process to increase your likelihood

of developing interventions that will change behavior in the desired

direction

Precision in LanguageCommunicationOrganize the Process

Increase Confidence

Organize Your AnalysisThinking

11

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

1 Common purpose amp approach to discipline

2 Clear set of positive expectations amp behaviors

3 Procedures for teaching expected behavior4 Continuum of procedures for

encouraging expected behavior5 Continuum of procedures for discouraging

inappropriate behavior6 Procedures for on-going monitoring amp

evaluation

12

School-wide Systems

13

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Classroom-wide positive expectations taught amp encouraged

Teaching classroom routines amp cues taught amp encouraged

Ratio of 6-8 positive to 1 negative adult-student interaction

Active supervision Redirections for minor infrequent behavior

errors Frequent precorrections for chronic errors Effective academic instruction amp curriculum

14

ClassroomSetting Systems

15

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Positive expectations amp routines taught amp encouraged

Active supervision by all staff Scan move interact

Precorrections amp reminders Positive reinforcement

16

NonclassroomSetting Systems

17

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

18

Behavioral competence at school amp district levels

Function-based behavior support planning

Team- amp data-based decision making Comprehensive person-centered

planning amp wraparound processes Targeted social skills amp self-management

instruction Individualized instructional amp curricular

accommodations

Individual StudentSystems

19

Summary Create systems-based preventive

continuum of behavior support Focus on adult behavior Establish behavioral competence Utilize data based decisions Give priority to academic success Invest in evidence-based practices Teach amp acknowledge behavioral

expectations Work from a person-centered function-

based approach Arrange to work smarter

20

TASK 2A READ AND REPORT`1 Get into groups of 5 Assign a number to each person in your group 1-5

2 Find the blue page titled ldquoTechnical Adequacy of the Functional Assessment Checklistrdquo Read it

3 Answer the question on the next slide corresponding to your number

4 Report to your group on your information

5 Report to whole group and compare responses

21

TASK 2B READ AND REPORT1 What is functional behavior assessment

2 What are the sources of data used in an FBA

3 Is it a research based practice

4 What is the potential success rate of interventions not using an FBA

5 Why is a functional analysis less practical or not useful

22

Some working definitions Behavior ndash what someone does (an observable

and measurable action)

Behavioral Function ndash As key aspects of the environment change so does behavior

Functional Behavioral Assessment (FBA) - A systematic team process for determining the environmental variables that impact the behavior

Functional Behavior Analysis ndash A scientific process for determining the environmental variables that impact behavior (ABCrsquos setting events etc)

23

BEHAVIORAL SCIENCE 101GENERAL CONCEPTS

24

CHANGING THE WAY WE THINK (ABOUT PROBLEM BEHAVIOR)

In a function based approach effective solutions to problem

behavior focus on environmental events that trigger and maintain

behavior

Rarely can problem behaviors be impacted by focusing on within-

person pathologies This can be a dramatic shift in thinking for many school

personnel

Change the environment rather than fixing the person

25

CHANGING THE WAY WE THINK

At the foundation of FBA are three major tenets about behavior

Human behavior is predictable

Human behavior is changeable

Human behavior is functional

26

CHANGING THE WAY WE THINK

Human behavior is functional

The purpose is to obtain something

orThe purpose is to avoid or escape something

People behave the way they do for a reason ndash behavior

serves a purpose

Students use effective strategies more often than ineffective

strategies

27

CHANGING THE WAY WE THINK

Human behavior is functional

Students sometimes learn that problem behavior is more efficient for obtaining

what they wantStudents sometimes learn that

problem behavior is more effective for obtaining what they want

Students use effectiveefficient strategies more often than ineffective or

inefficient strategies

28

CHANGING THE WAY WE THINK

Human behavior is predictable

Environmental conditions can Set up

Set off

Behavior is a function of the environment (and does not occur in

a vacuum)

Or maintain student behavior

29

CHANGING THE WAY WE THINK

Human behavior is changeable

Design of effective environmental routinesThese routines focus on changing

the conditions that set up set off or maintain problematic behavior

FBA switches the focus from ldquotreatment of within-child

pathologyrdquo to

These routines make the problem behavior irrelevant inefficient or ineffective``

30

In An Effective Environmenthellip

Problem behaviors are irrelevant whenChild doesnrsquot need to escape anymoreChild has access to positive events more

commonly Problem behaviors are inefficient when

Alternative behavior is availableAlternative behavior is taught

Problem behaviors are ineffective whenProblem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid

31

DEFINITION OF INSANITY

ldquoDoing the same thing over and over again and expecting different resultsrdquo

Albert Einstein

32

Science of behavior has taught us that studentshellip Are not born with ldquobad behaviorsrdquo Do not learn when presented contingent

aversive consequences

helliphellipDo learn better ways of behaving by being taught directly amp receiving positive feedbackhellipconsider function

33

I know that you believe that you understood what you think I said but I am not sure you realize that what you heard is not what I meant

Robert McCloskey State Department spokesman

(attributed)

Precision in Communication

34

LESSON LEARNED THROUGH THE SCIENCE OF BEHAVIOR

Interventions in schools should focus on changing behaviors not treating diagnostic labels categories or conditions

35

Task 3 Trait or Behavior Although people usually view others in

terms of personality traits this model looks at behaviors See whether you can differentiate between the types of descriptions in the following paragraph

It may be helpful to use the following

bullBehavior = what person doesbullTrait = what person is

36

Task 4 Observable Behavior

First work individually and then compare your answers with your tablemates

Complete the Observable vs Unobservable worksheet

37

PRECISION COMMUNICATIONWhen doing an FBA using precise language is necessary to complete

the assessment and it helps later in intervention planning

The words we use to describe human actions (action verbs topography)

The sequence in which we describe things (patterns of actions what

occurs 1st 2nd etc)

The numbers we use to describe behavior (frequency duration latency

time-of-day)

Precise problem statements include info about the core ldquoWrsquosrdquo What

Where Who and When

38

Task 1b Case Study ContinuedRewriterevise the paragraph introducing us

to a student whose behavior is problematic See if you can make your description more precise

You will share revisions within group and then class

39

BEHAVIORAL SCIENCE 201SPECIFIC TERMINOLOGY

40

Behavior is the result of the interaction between the individual

and their environment

Antecedent

>
>

41

The A-B-Cs of Behavior Science

Conditions under which behavior is likely to occur

Behavior

Event that maintains the occurrence of behavior

Antecedent Behavior Consequence

The Three-Term Contingency

42

ldquoAntecedentrdquo events What sets off hisher behavior Occurs before behavior

When told to get ready for bed Darius brushes his teeth

When Sally sees a commercial for potato chips she goes to the kitchen to get a snack

When Andrew sees the police car he hides in the bushes

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 6: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

BreaksLunchComputerBathroomsMisc

7

Review QuestionnaireWhy (Rationale and background)

8

Todayrsquos Agenda Group Activity Case Study The Science of Behavior Functional Behavior Assessment Completing your own Assessment Functional AnalysismdashThe Rest of the

Story F-BSP Teaming Packets of resources

Task 1a Case Study

Please write a paragraph introducing us to a student whose behavior is problematic This should be a student you know well enough to describe behavioral issues

Do not use the studentrsquos real name in your description

Share problems within group and then class

10

OBJECTIVE FOR TODAY

Introduce you to and practice a process to increase your likelihood

of developing interventions that will change behavior in the desired

direction

Precision in LanguageCommunicationOrganize the Process

Increase Confidence

Organize Your AnalysisThinking

11

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

1 Common purpose amp approach to discipline

2 Clear set of positive expectations amp behaviors

3 Procedures for teaching expected behavior4 Continuum of procedures for

encouraging expected behavior5 Continuum of procedures for discouraging

inappropriate behavior6 Procedures for on-going monitoring amp

evaluation

12

School-wide Systems

13

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Classroom-wide positive expectations taught amp encouraged

Teaching classroom routines amp cues taught amp encouraged

Ratio of 6-8 positive to 1 negative adult-student interaction

Active supervision Redirections for minor infrequent behavior

errors Frequent precorrections for chronic errors Effective academic instruction amp curriculum

14

ClassroomSetting Systems

15

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Positive expectations amp routines taught amp encouraged

Active supervision by all staff Scan move interact

Precorrections amp reminders Positive reinforcement

16

NonclassroomSetting Systems

17

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

18

Behavioral competence at school amp district levels

Function-based behavior support planning

Team- amp data-based decision making Comprehensive person-centered

planning amp wraparound processes Targeted social skills amp self-management

instruction Individualized instructional amp curricular

accommodations

Individual StudentSystems

19

Summary Create systems-based preventive

continuum of behavior support Focus on adult behavior Establish behavioral competence Utilize data based decisions Give priority to academic success Invest in evidence-based practices Teach amp acknowledge behavioral

expectations Work from a person-centered function-

based approach Arrange to work smarter

20

TASK 2A READ AND REPORT`1 Get into groups of 5 Assign a number to each person in your group 1-5

2 Find the blue page titled ldquoTechnical Adequacy of the Functional Assessment Checklistrdquo Read it

3 Answer the question on the next slide corresponding to your number

4 Report to your group on your information

5 Report to whole group and compare responses

21

TASK 2B READ AND REPORT1 What is functional behavior assessment

2 What are the sources of data used in an FBA

3 Is it a research based practice

4 What is the potential success rate of interventions not using an FBA

5 Why is a functional analysis less practical or not useful

22

Some working definitions Behavior ndash what someone does (an observable

and measurable action)

Behavioral Function ndash As key aspects of the environment change so does behavior

Functional Behavioral Assessment (FBA) - A systematic team process for determining the environmental variables that impact the behavior

Functional Behavior Analysis ndash A scientific process for determining the environmental variables that impact behavior (ABCrsquos setting events etc)

23

BEHAVIORAL SCIENCE 101GENERAL CONCEPTS

24

CHANGING THE WAY WE THINK (ABOUT PROBLEM BEHAVIOR)

In a function based approach effective solutions to problem

behavior focus on environmental events that trigger and maintain

behavior

Rarely can problem behaviors be impacted by focusing on within-

person pathologies This can be a dramatic shift in thinking for many school

personnel

Change the environment rather than fixing the person

25

CHANGING THE WAY WE THINK

At the foundation of FBA are three major tenets about behavior

Human behavior is predictable

Human behavior is changeable

Human behavior is functional

26

CHANGING THE WAY WE THINK

Human behavior is functional

The purpose is to obtain something

orThe purpose is to avoid or escape something

People behave the way they do for a reason ndash behavior

serves a purpose

Students use effective strategies more often than ineffective

strategies

27

CHANGING THE WAY WE THINK

Human behavior is functional

Students sometimes learn that problem behavior is more efficient for obtaining

what they wantStudents sometimes learn that

problem behavior is more effective for obtaining what they want

Students use effectiveefficient strategies more often than ineffective or

inefficient strategies

28

CHANGING THE WAY WE THINK

Human behavior is predictable

Environmental conditions can Set up

Set off

Behavior is a function of the environment (and does not occur in

a vacuum)

Or maintain student behavior

29

CHANGING THE WAY WE THINK

Human behavior is changeable

Design of effective environmental routinesThese routines focus on changing

the conditions that set up set off or maintain problematic behavior

FBA switches the focus from ldquotreatment of within-child

pathologyrdquo to

These routines make the problem behavior irrelevant inefficient or ineffective``

30

In An Effective Environmenthellip

Problem behaviors are irrelevant whenChild doesnrsquot need to escape anymoreChild has access to positive events more

commonly Problem behaviors are inefficient when

Alternative behavior is availableAlternative behavior is taught

Problem behaviors are ineffective whenProblem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid

31

DEFINITION OF INSANITY

ldquoDoing the same thing over and over again and expecting different resultsrdquo

Albert Einstein

32

Science of behavior has taught us that studentshellip Are not born with ldquobad behaviorsrdquo Do not learn when presented contingent

aversive consequences

helliphellipDo learn better ways of behaving by being taught directly amp receiving positive feedbackhellipconsider function

33

I know that you believe that you understood what you think I said but I am not sure you realize that what you heard is not what I meant

Robert McCloskey State Department spokesman

(attributed)

Precision in Communication

34

LESSON LEARNED THROUGH THE SCIENCE OF BEHAVIOR

Interventions in schools should focus on changing behaviors not treating diagnostic labels categories or conditions

35

Task 3 Trait or Behavior Although people usually view others in

terms of personality traits this model looks at behaviors See whether you can differentiate between the types of descriptions in the following paragraph

It may be helpful to use the following

bullBehavior = what person doesbullTrait = what person is

36

Task 4 Observable Behavior

First work individually and then compare your answers with your tablemates

Complete the Observable vs Unobservable worksheet

37

PRECISION COMMUNICATIONWhen doing an FBA using precise language is necessary to complete

the assessment and it helps later in intervention planning

The words we use to describe human actions (action verbs topography)

The sequence in which we describe things (patterns of actions what

occurs 1st 2nd etc)

The numbers we use to describe behavior (frequency duration latency

time-of-day)

Precise problem statements include info about the core ldquoWrsquosrdquo What

Where Who and When

38

Task 1b Case Study ContinuedRewriterevise the paragraph introducing us

to a student whose behavior is problematic See if you can make your description more precise

You will share revisions within group and then class

39

BEHAVIORAL SCIENCE 201SPECIFIC TERMINOLOGY

40

Behavior is the result of the interaction between the individual

and their environment

Antecedent

>
>

41

The A-B-Cs of Behavior Science

Conditions under which behavior is likely to occur

Behavior

Event that maintains the occurrence of behavior

Antecedent Behavior Consequence

The Three-Term Contingency

42

ldquoAntecedentrdquo events What sets off hisher behavior Occurs before behavior

When told to get ready for bed Darius brushes his teeth

When Sally sees a commercial for potato chips she goes to the kitchen to get a snack

When Andrew sees the police car he hides in the bushes

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 7: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

7

Review QuestionnaireWhy (Rationale and background)

8

Todayrsquos Agenda Group Activity Case Study The Science of Behavior Functional Behavior Assessment Completing your own Assessment Functional AnalysismdashThe Rest of the

Story F-BSP Teaming Packets of resources

Task 1a Case Study

Please write a paragraph introducing us to a student whose behavior is problematic This should be a student you know well enough to describe behavioral issues

Do not use the studentrsquos real name in your description

Share problems within group and then class

10

OBJECTIVE FOR TODAY

Introduce you to and practice a process to increase your likelihood

of developing interventions that will change behavior in the desired

direction

Precision in LanguageCommunicationOrganize the Process

Increase Confidence

Organize Your AnalysisThinking

11

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

1 Common purpose amp approach to discipline

2 Clear set of positive expectations amp behaviors

3 Procedures for teaching expected behavior4 Continuum of procedures for

encouraging expected behavior5 Continuum of procedures for discouraging

inappropriate behavior6 Procedures for on-going monitoring amp

evaluation

12

School-wide Systems

13

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Classroom-wide positive expectations taught amp encouraged

Teaching classroom routines amp cues taught amp encouraged

Ratio of 6-8 positive to 1 negative adult-student interaction

Active supervision Redirections for minor infrequent behavior

errors Frequent precorrections for chronic errors Effective academic instruction amp curriculum

14

ClassroomSetting Systems

15

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Positive expectations amp routines taught amp encouraged

Active supervision by all staff Scan move interact

Precorrections amp reminders Positive reinforcement

16

NonclassroomSetting Systems

17

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

18

Behavioral competence at school amp district levels

Function-based behavior support planning

Team- amp data-based decision making Comprehensive person-centered

planning amp wraparound processes Targeted social skills amp self-management

instruction Individualized instructional amp curricular

accommodations

Individual StudentSystems

19

Summary Create systems-based preventive

continuum of behavior support Focus on adult behavior Establish behavioral competence Utilize data based decisions Give priority to academic success Invest in evidence-based practices Teach amp acknowledge behavioral

expectations Work from a person-centered function-

based approach Arrange to work smarter

20

TASK 2A READ AND REPORT`1 Get into groups of 5 Assign a number to each person in your group 1-5

2 Find the blue page titled ldquoTechnical Adequacy of the Functional Assessment Checklistrdquo Read it

3 Answer the question on the next slide corresponding to your number

4 Report to your group on your information

5 Report to whole group and compare responses

21

TASK 2B READ AND REPORT1 What is functional behavior assessment

2 What are the sources of data used in an FBA

3 Is it a research based practice

4 What is the potential success rate of interventions not using an FBA

5 Why is a functional analysis less practical or not useful

22

Some working definitions Behavior ndash what someone does (an observable

and measurable action)

Behavioral Function ndash As key aspects of the environment change so does behavior

Functional Behavioral Assessment (FBA) - A systematic team process for determining the environmental variables that impact the behavior

Functional Behavior Analysis ndash A scientific process for determining the environmental variables that impact behavior (ABCrsquos setting events etc)

23

BEHAVIORAL SCIENCE 101GENERAL CONCEPTS

24

CHANGING THE WAY WE THINK (ABOUT PROBLEM BEHAVIOR)

In a function based approach effective solutions to problem

behavior focus on environmental events that trigger and maintain

behavior

Rarely can problem behaviors be impacted by focusing on within-

person pathologies This can be a dramatic shift in thinking for many school

personnel

Change the environment rather than fixing the person

25

CHANGING THE WAY WE THINK

At the foundation of FBA are three major tenets about behavior

Human behavior is predictable

Human behavior is changeable

Human behavior is functional

26

CHANGING THE WAY WE THINK

Human behavior is functional

The purpose is to obtain something

orThe purpose is to avoid or escape something

People behave the way they do for a reason ndash behavior

serves a purpose

Students use effective strategies more often than ineffective

strategies

27

CHANGING THE WAY WE THINK

Human behavior is functional

Students sometimes learn that problem behavior is more efficient for obtaining

what they wantStudents sometimes learn that

problem behavior is more effective for obtaining what they want

Students use effectiveefficient strategies more often than ineffective or

inefficient strategies

28

CHANGING THE WAY WE THINK

Human behavior is predictable

Environmental conditions can Set up

Set off

Behavior is a function of the environment (and does not occur in

a vacuum)

Or maintain student behavior

29

CHANGING THE WAY WE THINK

Human behavior is changeable

Design of effective environmental routinesThese routines focus on changing

the conditions that set up set off or maintain problematic behavior

FBA switches the focus from ldquotreatment of within-child

pathologyrdquo to

These routines make the problem behavior irrelevant inefficient or ineffective``

30

In An Effective Environmenthellip

Problem behaviors are irrelevant whenChild doesnrsquot need to escape anymoreChild has access to positive events more

commonly Problem behaviors are inefficient when

Alternative behavior is availableAlternative behavior is taught

Problem behaviors are ineffective whenProblem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid

31

DEFINITION OF INSANITY

ldquoDoing the same thing over and over again and expecting different resultsrdquo

Albert Einstein

32

Science of behavior has taught us that studentshellip Are not born with ldquobad behaviorsrdquo Do not learn when presented contingent

aversive consequences

helliphellipDo learn better ways of behaving by being taught directly amp receiving positive feedbackhellipconsider function

33

I know that you believe that you understood what you think I said but I am not sure you realize that what you heard is not what I meant

Robert McCloskey State Department spokesman

(attributed)

Precision in Communication

34

LESSON LEARNED THROUGH THE SCIENCE OF BEHAVIOR

Interventions in schools should focus on changing behaviors not treating diagnostic labels categories or conditions

35

Task 3 Trait or Behavior Although people usually view others in

terms of personality traits this model looks at behaviors See whether you can differentiate between the types of descriptions in the following paragraph

It may be helpful to use the following

bullBehavior = what person doesbullTrait = what person is

36

Task 4 Observable Behavior

First work individually and then compare your answers with your tablemates

Complete the Observable vs Unobservable worksheet

37

PRECISION COMMUNICATIONWhen doing an FBA using precise language is necessary to complete

the assessment and it helps later in intervention planning

The words we use to describe human actions (action verbs topography)

The sequence in which we describe things (patterns of actions what

occurs 1st 2nd etc)

The numbers we use to describe behavior (frequency duration latency

time-of-day)

Precise problem statements include info about the core ldquoWrsquosrdquo What

Where Who and When

38

Task 1b Case Study ContinuedRewriterevise the paragraph introducing us

to a student whose behavior is problematic See if you can make your description more precise

You will share revisions within group and then class

39

BEHAVIORAL SCIENCE 201SPECIFIC TERMINOLOGY

40

Behavior is the result of the interaction between the individual

and their environment

Antecedent

>
>

41

The A-B-Cs of Behavior Science

Conditions under which behavior is likely to occur

Behavior

Event that maintains the occurrence of behavior

Antecedent Behavior Consequence

The Three-Term Contingency

42

ldquoAntecedentrdquo events What sets off hisher behavior Occurs before behavior

When told to get ready for bed Darius brushes his teeth

When Sally sees a commercial for potato chips she goes to the kitchen to get a snack

When Andrew sees the police car he hides in the bushes

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 8: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

8

Todayrsquos Agenda Group Activity Case Study The Science of Behavior Functional Behavior Assessment Completing your own Assessment Functional AnalysismdashThe Rest of the

Story F-BSP Teaming Packets of resources

Task 1a Case Study

Please write a paragraph introducing us to a student whose behavior is problematic This should be a student you know well enough to describe behavioral issues

Do not use the studentrsquos real name in your description

Share problems within group and then class

10

OBJECTIVE FOR TODAY

Introduce you to and practice a process to increase your likelihood

of developing interventions that will change behavior in the desired

direction

Precision in LanguageCommunicationOrganize the Process

Increase Confidence

Organize Your AnalysisThinking

11

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

1 Common purpose amp approach to discipline

2 Clear set of positive expectations amp behaviors

3 Procedures for teaching expected behavior4 Continuum of procedures for

encouraging expected behavior5 Continuum of procedures for discouraging

inappropriate behavior6 Procedures for on-going monitoring amp

evaluation

12

School-wide Systems

13

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Classroom-wide positive expectations taught amp encouraged

Teaching classroom routines amp cues taught amp encouraged

Ratio of 6-8 positive to 1 negative adult-student interaction

Active supervision Redirections for minor infrequent behavior

errors Frequent precorrections for chronic errors Effective academic instruction amp curriculum

14

ClassroomSetting Systems

15

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Positive expectations amp routines taught amp encouraged

Active supervision by all staff Scan move interact

Precorrections amp reminders Positive reinforcement

16

NonclassroomSetting Systems

17

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

18

Behavioral competence at school amp district levels

Function-based behavior support planning

Team- amp data-based decision making Comprehensive person-centered

planning amp wraparound processes Targeted social skills amp self-management

instruction Individualized instructional amp curricular

accommodations

Individual StudentSystems

19

Summary Create systems-based preventive

continuum of behavior support Focus on adult behavior Establish behavioral competence Utilize data based decisions Give priority to academic success Invest in evidence-based practices Teach amp acknowledge behavioral

expectations Work from a person-centered function-

based approach Arrange to work smarter

20

TASK 2A READ AND REPORT`1 Get into groups of 5 Assign a number to each person in your group 1-5

2 Find the blue page titled ldquoTechnical Adequacy of the Functional Assessment Checklistrdquo Read it

3 Answer the question on the next slide corresponding to your number

4 Report to your group on your information

5 Report to whole group and compare responses

21

TASK 2B READ AND REPORT1 What is functional behavior assessment

2 What are the sources of data used in an FBA

3 Is it a research based practice

4 What is the potential success rate of interventions not using an FBA

5 Why is a functional analysis less practical or not useful

22

Some working definitions Behavior ndash what someone does (an observable

and measurable action)

Behavioral Function ndash As key aspects of the environment change so does behavior

Functional Behavioral Assessment (FBA) - A systematic team process for determining the environmental variables that impact the behavior

Functional Behavior Analysis ndash A scientific process for determining the environmental variables that impact behavior (ABCrsquos setting events etc)

23

BEHAVIORAL SCIENCE 101GENERAL CONCEPTS

24

CHANGING THE WAY WE THINK (ABOUT PROBLEM BEHAVIOR)

In a function based approach effective solutions to problem

behavior focus on environmental events that trigger and maintain

behavior

Rarely can problem behaviors be impacted by focusing on within-

person pathologies This can be a dramatic shift in thinking for many school

personnel

Change the environment rather than fixing the person

25

CHANGING THE WAY WE THINK

At the foundation of FBA are three major tenets about behavior

Human behavior is predictable

Human behavior is changeable

Human behavior is functional

26

CHANGING THE WAY WE THINK

Human behavior is functional

The purpose is to obtain something

orThe purpose is to avoid or escape something

People behave the way they do for a reason ndash behavior

serves a purpose

Students use effective strategies more often than ineffective

strategies

27

CHANGING THE WAY WE THINK

Human behavior is functional

Students sometimes learn that problem behavior is more efficient for obtaining

what they wantStudents sometimes learn that

problem behavior is more effective for obtaining what they want

Students use effectiveefficient strategies more often than ineffective or

inefficient strategies

28

CHANGING THE WAY WE THINK

Human behavior is predictable

Environmental conditions can Set up

Set off

Behavior is a function of the environment (and does not occur in

a vacuum)

Or maintain student behavior

29

CHANGING THE WAY WE THINK

Human behavior is changeable

Design of effective environmental routinesThese routines focus on changing

the conditions that set up set off or maintain problematic behavior

FBA switches the focus from ldquotreatment of within-child

pathologyrdquo to

These routines make the problem behavior irrelevant inefficient or ineffective``

30

In An Effective Environmenthellip

Problem behaviors are irrelevant whenChild doesnrsquot need to escape anymoreChild has access to positive events more

commonly Problem behaviors are inefficient when

Alternative behavior is availableAlternative behavior is taught

Problem behaviors are ineffective whenProblem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid

31

DEFINITION OF INSANITY

ldquoDoing the same thing over and over again and expecting different resultsrdquo

Albert Einstein

32

Science of behavior has taught us that studentshellip Are not born with ldquobad behaviorsrdquo Do not learn when presented contingent

aversive consequences

helliphellipDo learn better ways of behaving by being taught directly amp receiving positive feedbackhellipconsider function

33

I know that you believe that you understood what you think I said but I am not sure you realize that what you heard is not what I meant

Robert McCloskey State Department spokesman

(attributed)

Precision in Communication

34

LESSON LEARNED THROUGH THE SCIENCE OF BEHAVIOR

Interventions in schools should focus on changing behaviors not treating diagnostic labels categories or conditions

35

Task 3 Trait or Behavior Although people usually view others in

terms of personality traits this model looks at behaviors See whether you can differentiate between the types of descriptions in the following paragraph

It may be helpful to use the following

bullBehavior = what person doesbullTrait = what person is

36

Task 4 Observable Behavior

First work individually and then compare your answers with your tablemates

Complete the Observable vs Unobservable worksheet

37

PRECISION COMMUNICATIONWhen doing an FBA using precise language is necessary to complete

the assessment and it helps later in intervention planning

The words we use to describe human actions (action verbs topography)

The sequence in which we describe things (patterns of actions what

occurs 1st 2nd etc)

The numbers we use to describe behavior (frequency duration latency

time-of-day)

Precise problem statements include info about the core ldquoWrsquosrdquo What

Where Who and When

38

Task 1b Case Study ContinuedRewriterevise the paragraph introducing us

to a student whose behavior is problematic See if you can make your description more precise

You will share revisions within group and then class

39

BEHAVIORAL SCIENCE 201SPECIFIC TERMINOLOGY

40

Behavior is the result of the interaction between the individual

and their environment

Antecedent

>
>

41

The A-B-Cs of Behavior Science

Conditions under which behavior is likely to occur

Behavior

Event that maintains the occurrence of behavior

Antecedent Behavior Consequence

The Three-Term Contingency

42

ldquoAntecedentrdquo events What sets off hisher behavior Occurs before behavior

When told to get ready for bed Darius brushes his teeth

When Sally sees a commercial for potato chips she goes to the kitchen to get a snack

When Andrew sees the police car he hides in the bushes

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 9: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

Task 1a Case Study

Please write a paragraph introducing us to a student whose behavior is problematic This should be a student you know well enough to describe behavioral issues

Do not use the studentrsquos real name in your description

Share problems within group and then class

10

OBJECTIVE FOR TODAY

Introduce you to and practice a process to increase your likelihood

of developing interventions that will change behavior in the desired

direction

Precision in LanguageCommunicationOrganize the Process

Increase Confidence

Organize Your AnalysisThinking

11

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

1 Common purpose amp approach to discipline

2 Clear set of positive expectations amp behaviors

3 Procedures for teaching expected behavior4 Continuum of procedures for

encouraging expected behavior5 Continuum of procedures for discouraging

inappropriate behavior6 Procedures for on-going monitoring amp

evaluation

12

School-wide Systems

13

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Classroom-wide positive expectations taught amp encouraged

Teaching classroom routines amp cues taught amp encouraged

Ratio of 6-8 positive to 1 negative adult-student interaction

Active supervision Redirections for minor infrequent behavior

errors Frequent precorrections for chronic errors Effective academic instruction amp curriculum

14

ClassroomSetting Systems

15

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Positive expectations amp routines taught amp encouraged

Active supervision by all staff Scan move interact

Precorrections amp reminders Positive reinforcement

16

NonclassroomSetting Systems

17

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

18

Behavioral competence at school amp district levels

Function-based behavior support planning

Team- amp data-based decision making Comprehensive person-centered

planning amp wraparound processes Targeted social skills amp self-management

instruction Individualized instructional amp curricular

accommodations

Individual StudentSystems

19

Summary Create systems-based preventive

continuum of behavior support Focus on adult behavior Establish behavioral competence Utilize data based decisions Give priority to academic success Invest in evidence-based practices Teach amp acknowledge behavioral

expectations Work from a person-centered function-

based approach Arrange to work smarter

20

TASK 2A READ AND REPORT`1 Get into groups of 5 Assign a number to each person in your group 1-5

2 Find the blue page titled ldquoTechnical Adequacy of the Functional Assessment Checklistrdquo Read it

3 Answer the question on the next slide corresponding to your number

4 Report to your group on your information

5 Report to whole group and compare responses

21

TASK 2B READ AND REPORT1 What is functional behavior assessment

2 What are the sources of data used in an FBA

3 Is it a research based practice

4 What is the potential success rate of interventions not using an FBA

5 Why is a functional analysis less practical or not useful

22

Some working definitions Behavior ndash what someone does (an observable

and measurable action)

Behavioral Function ndash As key aspects of the environment change so does behavior

Functional Behavioral Assessment (FBA) - A systematic team process for determining the environmental variables that impact the behavior

Functional Behavior Analysis ndash A scientific process for determining the environmental variables that impact behavior (ABCrsquos setting events etc)

23

BEHAVIORAL SCIENCE 101GENERAL CONCEPTS

24

CHANGING THE WAY WE THINK (ABOUT PROBLEM BEHAVIOR)

In a function based approach effective solutions to problem

behavior focus on environmental events that trigger and maintain

behavior

Rarely can problem behaviors be impacted by focusing on within-

person pathologies This can be a dramatic shift in thinking for many school

personnel

Change the environment rather than fixing the person

25

CHANGING THE WAY WE THINK

At the foundation of FBA are three major tenets about behavior

Human behavior is predictable

Human behavior is changeable

Human behavior is functional

26

CHANGING THE WAY WE THINK

Human behavior is functional

The purpose is to obtain something

orThe purpose is to avoid or escape something

People behave the way they do for a reason ndash behavior

serves a purpose

Students use effective strategies more often than ineffective

strategies

27

CHANGING THE WAY WE THINK

Human behavior is functional

Students sometimes learn that problem behavior is more efficient for obtaining

what they wantStudents sometimes learn that

problem behavior is more effective for obtaining what they want

Students use effectiveefficient strategies more often than ineffective or

inefficient strategies

28

CHANGING THE WAY WE THINK

Human behavior is predictable

Environmental conditions can Set up

Set off

Behavior is a function of the environment (and does not occur in

a vacuum)

Or maintain student behavior

29

CHANGING THE WAY WE THINK

Human behavior is changeable

Design of effective environmental routinesThese routines focus on changing

the conditions that set up set off or maintain problematic behavior

FBA switches the focus from ldquotreatment of within-child

pathologyrdquo to

These routines make the problem behavior irrelevant inefficient or ineffective``

30

In An Effective Environmenthellip

Problem behaviors are irrelevant whenChild doesnrsquot need to escape anymoreChild has access to positive events more

commonly Problem behaviors are inefficient when

Alternative behavior is availableAlternative behavior is taught

Problem behaviors are ineffective whenProblem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid

31

DEFINITION OF INSANITY

ldquoDoing the same thing over and over again and expecting different resultsrdquo

Albert Einstein

32

Science of behavior has taught us that studentshellip Are not born with ldquobad behaviorsrdquo Do not learn when presented contingent

aversive consequences

helliphellipDo learn better ways of behaving by being taught directly amp receiving positive feedbackhellipconsider function

33

I know that you believe that you understood what you think I said but I am not sure you realize that what you heard is not what I meant

Robert McCloskey State Department spokesman

(attributed)

Precision in Communication

34

LESSON LEARNED THROUGH THE SCIENCE OF BEHAVIOR

Interventions in schools should focus on changing behaviors not treating diagnostic labels categories or conditions

35

Task 3 Trait or Behavior Although people usually view others in

terms of personality traits this model looks at behaviors See whether you can differentiate between the types of descriptions in the following paragraph

It may be helpful to use the following

bullBehavior = what person doesbullTrait = what person is

36

Task 4 Observable Behavior

First work individually and then compare your answers with your tablemates

Complete the Observable vs Unobservable worksheet

37

PRECISION COMMUNICATIONWhen doing an FBA using precise language is necessary to complete

the assessment and it helps later in intervention planning

The words we use to describe human actions (action verbs topography)

The sequence in which we describe things (patterns of actions what

occurs 1st 2nd etc)

The numbers we use to describe behavior (frequency duration latency

time-of-day)

Precise problem statements include info about the core ldquoWrsquosrdquo What

Where Who and When

38

Task 1b Case Study ContinuedRewriterevise the paragraph introducing us

to a student whose behavior is problematic See if you can make your description more precise

You will share revisions within group and then class

39

BEHAVIORAL SCIENCE 201SPECIFIC TERMINOLOGY

40

Behavior is the result of the interaction between the individual

and their environment

Antecedent

>
>

41

The A-B-Cs of Behavior Science

Conditions under which behavior is likely to occur

Behavior

Event that maintains the occurrence of behavior

Antecedent Behavior Consequence

The Three-Term Contingency

42

ldquoAntecedentrdquo events What sets off hisher behavior Occurs before behavior

When told to get ready for bed Darius brushes his teeth

When Sally sees a commercial for potato chips she goes to the kitchen to get a snack

When Andrew sees the police car he hides in the bushes

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 10: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

10

OBJECTIVE FOR TODAY

Introduce you to and practice a process to increase your likelihood

of developing interventions that will change behavior in the desired

direction

Precision in LanguageCommunicationOrganize the Process

Increase Confidence

Organize Your AnalysisThinking

11

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

1 Common purpose amp approach to discipline

2 Clear set of positive expectations amp behaviors

3 Procedures for teaching expected behavior4 Continuum of procedures for

encouraging expected behavior5 Continuum of procedures for discouraging

inappropriate behavior6 Procedures for on-going monitoring amp

evaluation

12

School-wide Systems

13

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Classroom-wide positive expectations taught amp encouraged

Teaching classroom routines amp cues taught amp encouraged

Ratio of 6-8 positive to 1 negative adult-student interaction

Active supervision Redirections for minor infrequent behavior

errors Frequent precorrections for chronic errors Effective academic instruction amp curriculum

14

ClassroomSetting Systems

15

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Positive expectations amp routines taught amp encouraged

Active supervision by all staff Scan move interact

Precorrections amp reminders Positive reinforcement

16

NonclassroomSetting Systems

17

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

18

Behavioral competence at school amp district levels

Function-based behavior support planning

Team- amp data-based decision making Comprehensive person-centered

planning amp wraparound processes Targeted social skills amp self-management

instruction Individualized instructional amp curricular

accommodations

Individual StudentSystems

19

Summary Create systems-based preventive

continuum of behavior support Focus on adult behavior Establish behavioral competence Utilize data based decisions Give priority to academic success Invest in evidence-based practices Teach amp acknowledge behavioral

expectations Work from a person-centered function-

based approach Arrange to work smarter

20

TASK 2A READ AND REPORT`1 Get into groups of 5 Assign a number to each person in your group 1-5

2 Find the blue page titled ldquoTechnical Adequacy of the Functional Assessment Checklistrdquo Read it

3 Answer the question on the next slide corresponding to your number

4 Report to your group on your information

5 Report to whole group and compare responses

21

TASK 2B READ AND REPORT1 What is functional behavior assessment

2 What are the sources of data used in an FBA

3 Is it a research based practice

4 What is the potential success rate of interventions not using an FBA

5 Why is a functional analysis less practical or not useful

22

Some working definitions Behavior ndash what someone does (an observable

and measurable action)

Behavioral Function ndash As key aspects of the environment change so does behavior

Functional Behavioral Assessment (FBA) - A systematic team process for determining the environmental variables that impact the behavior

Functional Behavior Analysis ndash A scientific process for determining the environmental variables that impact behavior (ABCrsquos setting events etc)

23

BEHAVIORAL SCIENCE 101GENERAL CONCEPTS

24

CHANGING THE WAY WE THINK (ABOUT PROBLEM BEHAVIOR)

In a function based approach effective solutions to problem

behavior focus on environmental events that trigger and maintain

behavior

Rarely can problem behaviors be impacted by focusing on within-

person pathologies This can be a dramatic shift in thinking for many school

personnel

Change the environment rather than fixing the person

25

CHANGING THE WAY WE THINK

At the foundation of FBA are three major tenets about behavior

Human behavior is predictable

Human behavior is changeable

Human behavior is functional

26

CHANGING THE WAY WE THINK

Human behavior is functional

The purpose is to obtain something

orThe purpose is to avoid or escape something

People behave the way they do for a reason ndash behavior

serves a purpose

Students use effective strategies more often than ineffective

strategies

27

CHANGING THE WAY WE THINK

Human behavior is functional

Students sometimes learn that problem behavior is more efficient for obtaining

what they wantStudents sometimes learn that

problem behavior is more effective for obtaining what they want

Students use effectiveefficient strategies more often than ineffective or

inefficient strategies

28

CHANGING THE WAY WE THINK

Human behavior is predictable

Environmental conditions can Set up

Set off

Behavior is a function of the environment (and does not occur in

a vacuum)

Or maintain student behavior

29

CHANGING THE WAY WE THINK

Human behavior is changeable

Design of effective environmental routinesThese routines focus on changing

the conditions that set up set off or maintain problematic behavior

FBA switches the focus from ldquotreatment of within-child

pathologyrdquo to

These routines make the problem behavior irrelevant inefficient or ineffective``

30

In An Effective Environmenthellip

Problem behaviors are irrelevant whenChild doesnrsquot need to escape anymoreChild has access to positive events more

commonly Problem behaviors are inefficient when

Alternative behavior is availableAlternative behavior is taught

Problem behaviors are ineffective whenProblem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid

31

DEFINITION OF INSANITY

ldquoDoing the same thing over and over again and expecting different resultsrdquo

Albert Einstein

32

Science of behavior has taught us that studentshellip Are not born with ldquobad behaviorsrdquo Do not learn when presented contingent

aversive consequences

helliphellipDo learn better ways of behaving by being taught directly amp receiving positive feedbackhellipconsider function

33

I know that you believe that you understood what you think I said but I am not sure you realize that what you heard is not what I meant

Robert McCloskey State Department spokesman

(attributed)

Precision in Communication

34

LESSON LEARNED THROUGH THE SCIENCE OF BEHAVIOR

Interventions in schools should focus on changing behaviors not treating diagnostic labels categories or conditions

35

Task 3 Trait or Behavior Although people usually view others in

terms of personality traits this model looks at behaviors See whether you can differentiate between the types of descriptions in the following paragraph

It may be helpful to use the following

bullBehavior = what person doesbullTrait = what person is

36

Task 4 Observable Behavior

First work individually and then compare your answers with your tablemates

Complete the Observable vs Unobservable worksheet

37

PRECISION COMMUNICATIONWhen doing an FBA using precise language is necessary to complete

the assessment and it helps later in intervention planning

The words we use to describe human actions (action verbs topography)

The sequence in which we describe things (patterns of actions what

occurs 1st 2nd etc)

The numbers we use to describe behavior (frequency duration latency

time-of-day)

Precise problem statements include info about the core ldquoWrsquosrdquo What

Where Who and When

38

Task 1b Case Study ContinuedRewriterevise the paragraph introducing us

to a student whose behavior is problematic See if you can make your description more precise

You will share revisions within group and then class

39

BEHAVIORAL SCIENCE 201SPECIFIC TERMINOLOGY

40

Behavior is the result of the interaction between the individual

and their environment

Antecedent

>
>

41

The A-B-Cs of Behavior Science

Conditions under which behavior is likely to occur

Behavior

Event that maintains the occurrence of behavior

Antecedent Behavior Consequence

The Three-Term Contingency

42

ldquoAntecedentrdquo events What sets off hisher behavior Occurs before behavior

When told to get ready for bed Darius brushes his teeth

When Sally sees a commercial for potato chips she goes to the kitchen to get a snack

When Andrew sees the police car he hides in the bushes

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 11: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

11

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

1 Common purpose amp approach to discipline

2 Clear set of positive expectations amp behaviors

3 Procedures for teaching expected behavior4 Continuum of procedures for

encouraging expected behavior5 Continuum of procedures for discouraging

inappropriate behavior6 Procedures for on-going monitoring amp

evaluation

12

School-wide Systems

13

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Classroom-wide positive expectations taught amp encouraged

Teaching classroom routines amp cues taught amp encouraged

Ratio of 6-8 positive to 1 negative adult-student interaction

Active supervision Redirections for minor infrequent behavior

errors Frequent precorrections for chronic errors Effective academic instruction amp curriculum

14

ClassroomSetting Systems

15

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Positive expectations amp routines taught amp encouraged

Active supervision by all staff Scan move interact

Precorrections amp reminders Positive reinforcement

16

NonclassroomSetting Systems

17

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

18

Behavioral competence at school amp district levels

Function-based behavior support planning

Team- amp data-based decision making Comprehensive person-centered

planning amp wraparound processes Targeted social skills amp self-management

instruction Individualized instructional amp curricular

accommodations

Individual StudentSystems

19

Summary Create systems-based preventive

continuum of behavior support Focus on adult behavior Establish behavioral competence Utilize data based decisions Give priority to academic success Invest in evidence-based practices Teach amp acknowledge behavioral

expectations Work from a person-centered function-

based approach Arrange to work smarter

20

TASK 2A READ AND REPORT`1 Get into groups of 5 Assign a number to each person in your group 1-5

2 Find the blue page titled ldquoTechnical Adequacy of the Functional Assessment Checklistrdquo Read it

3 Answer the question on the next slide corresponding to your number

4 Report to your group on your information

5 Report to whole group and compare responses

21

TASK 2B READ AND REPORT1 What is functional behavior assessment

2 What are the sources of data used in an FBA

3 Is it a research based practice

4 What is the potential success rate of interventions not using an FBA

5 Why is a functional analysis less practical or not useful

22

Some working definitions Behavior ndash what someone does (an observable

and measurable action)

Behavioral Function ndash As key aspects of the environment change so does behavior

Functional Behavioral Assessment (FBA) - A systematic team process for determining the environmental variables that impact the behavior

Functional Behavior Analysis ndash A scientific process for determining the environmental variables that impact behavior (ABCrsquos setting events etc)

23

BEHAVIORAL SCIENCE 101GENERAL CONCEPTS

24

CHANGING THE WAY WE THINK (ABOUT PROBLEM BEHAVIOR)

In a function based approach effective solutions to problem

behavior focus on environmental events that trigger and maintain

behavior

Rarely can problem behaviors be impacted by focusing on within-

person pathologies This can be a dramatic shift in thinking for many school

personnel

Change the environment rather than fixing the person

25

CHANGING THE WAY WE THINK

At the foundation of FBA are three major tenets about behavior

Human behavior is predictable

Human behavior is changeable

Human behavior is functional

26

CHANGING THE WAY WE THINK

Human behavior is functional

The purpose is to obtain something

orThe purpose is to avoid or escape something

People behave the way they do for a reason ndash behavior

serves a purpose

Students use effective strategies more often than ineffective

strategies

27

CHANGING THE WAY WE THINK

Human behavior is functional

Students sometimes learn that problem behavior is more efficient for obtaining

what they wantStudents sometimes learn that

problem behavior is more effective for obtaining what they want

Students use effectiveefficient strategies more often than ineffective or

inefficient strategies

28

CHANGING THE WAY WE THINK

Human behavior is predictable

Environmental conditions can Set up

Set off

Behavior is a function of the environment (and does not occur in

a vacuum)

Or maintain student behavior

29

CHANGING THE WAY WE THINK

Human behavior is changeable

Design of effective environmental routinesThese routines focus on changing

the conditions that set up set off or maintain problematic behavior

FBA switches the focus from ldquotreatment of within-child

pathologyrdquo to

These routines make the problem behavior irrelevant inefficient or ineffective``

30

In An Effective Environmenthellip

Problem behaviors are irrelevant whenChild doesnrsquot need to escape anymoreChild has access to positive events more

commonly Problem behaviors are inefficient when

Alternative behavior is availableAlternative behavior is taught

Problem behaviors are ineffective whenProblem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid

31

DEFINITION OF INSANITY

ldquoDoing the same thing over and over again and expecting different resultsrdquo

Albert Einstein

32

Science of behavior has taught us that studentshellip Are not born with ldquobad behaviorsrdquo Do not learn when presented contingent

aversive consequences

helliphellipDo learn better ways of behaving by being taught directly amp receiving positive feedbackhellipconsider function

33

I know that you believe that you understood what you think I said but I am not sure you realize that what you heard is not what I meant

Robert McCloskey State Department spokesman

(attributed)

Precision in Communication

34

LESSON LEARNED THROUGH THE SCIENCE OF BEHAVIOR

Interventions in schools should focus on changing behaviors not treating diagnostic labels categories or conditions

35

Task 3 Trait or Behavior Although people usually view others in

terms of personality traits this model looks at behaviors See whether you can differentiate between the types of descriptions in the following paragraph

It may be helpful to use the following

bullBehavior = what person doesbullTrait = what person is

36

Task 4 Observable Behavior

First work individually and then compare your answers with your tablemates

Complete the Observable vs Unobservable worksheet

37

PRECISION COMMUNICATIONWhen doing an FBA using precise language is necessary to complete

the assessment and it helps later in intervention planning

The words we use to describe human actions (action verbs topography)

The sequence in which we describe things (patterns of actions what

occurs 1st 2nd etc)

The numbers we use to describe behavior (frequency duration latency

time-of-day)

Precise problem statements include info about the core ldquoWrsquosrdquo What

Where Who and When

38

Task 1b Case Study ContinuedRewriterevise the paragraph introducing us

to a student whose behavior is problematic See if you can make your description more precise

You will share revisions within group and then class

39

BEHAVIORAL SCIENCE 201SPECIFIC TERMINOLOGY

40

Behavior is the result of the interaction between the individual

and their environment

Antecedent

>
>

41

The A-B-Cs of Behavior Science

Conditions under which behavior is likely to occur

Behavior

Event that maintains the occurrence of behavior

Antecedent Behavior Consequence

The Three-Term Contingency

42

ldquoAntecedentrdquo events What sets off hisher behavior Occurs before behavior

When told to get ready for bed Darius brushes his teeth

When Sally sees a commercial for potato chips she goes to the kitchen to get a snack

When Andrew sees the police car he hides in the bushes

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 12: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

1 Common purpose amp approach to discipline

2 Clear set of positive expectations amp behaviors

3 Procedures for teaching expected behavior4 Continuum of procedures for

encouraging expected behavior5 Continuum of procedures for discouraging

inappropriate behavior6 Procedures for on-going monitoring amp

evaluation

12

School-wide Systems

13

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Classroom-wide positive expectations taught amp encouraged

Teaching classroom routines amp cues taught amp encouraged

Ratio of 6-8 positive to 1 negative adult-student interaction

Active supervision Redirections for minor infrequent behavior

errors Frequent precorrections for chronic errors Effective academic instruction amp curriculum

14

ClassroomSetting Systems

15

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Positive expectations amp routines taught amp encouraged

Active supervision by all staff Scan move interact

Precorrections amp reminders Positive reinforcement

16

NonclassroomSetting Systems

17

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

18

Behavioral competence at school amp district levels

Function-based behavior support planning

Team- amp data-based decision making Comprehensive person-centered

planning amp wraparound processes Targeted social skills amp self-management

instruction Individualized instructional amp curricular

accommodations

Individual StudentSystems

19

Summary Create systems-based preventive

continuum of behavior support Focus on adult behavior Establish behavioral competence Utilize data based decisions Give priority to academic success Invest in evidence-based practices Teach amp acknowledge behavioral

expectations Work from a person-centered function-

based approach Arrange to work smarter

20

TASK 2A READ AND REPORT`1 Get into groups of 5 Assign a number to each person in your group 1-5

2 Find the blue page titled ldquoTechnical Adequacy of the Functional Assessment Checklistrdquo Read it

3 Answer the question on the next slide corresponding to your number

4 Report to your group on your information

5 Report to whole group and compare responses

21

TASK 2B READ AND REPORT1 What is functional behavior assessment

2 What are the sources of data used in an FBA

3 Is it a research based practice

4 What is the potential success rate of interventions not using an FBA

5 Why is a functional analysis less practical or not useful

22

Some working definitions Behavior ndash what someone does (an observable

and measurable action)

Behavioral Function ndash As key aspects of the environment change so does behavior

Functional Behavioral Assessment (FBA) - A systematic team process for determining the environmental variables that impact the behavior

Functional Behavior Analysis ndash A scientific process for determining the environmental variables that impact behavior (ABCrsquos setting events etc)

23

BEHAVIORAL SCIENCE 101GENERAL CONCEPTS

24

CHANGING THE WAY WE THINK (ABOUT PROBLEM BEHAVIOR)

In a function based approach effective solutions to problem

behavior focus on environmental events that trigger and maintain

behavior

Rarely can problem behaviors be impacted by focusing on within-

person pathologies This can be a dramatic shift in thinking for many school

personnel

Change the environment rather than fixing the person

25

CHANGING THE WAY WE THINK

At the foundation of FBA are three major tenets about behavior

Human behavior is predictable

Human behavior is changeable

Human behavior is functional

26

CHANGING THE WAY WE THINK

Human behavior is functional

The purpose is to obtain something

orThe purpose is to avoid or escape something

People behave the way they do for a reason ndash behavior

serves a purpose

Students use effective strategies more often than ineffective

strategies

27

CHANGING THE WAY WE THINK

Human behavior is functional

Students sometimes learn that problem behavior is more efficient for obtaining

what they wantStudents sometimes learn that

problem behavior is more effective for obtaining what they want

Students use effectiveefficient strategies more often than ineffective or

inefficient strategies

28

CHANGING THE WAY WE THINK

Human behavior is predictable

Environmental conditions can Set up

Set off

Behavior is a function of the environment (and does not occur in

a vacuum)

Or maintain student behavior

29

CHANGING THE WAY WE THINK

Human behavior is changeable

Design of effective environmental routinesThese routines focus on changing

the conditions that set up set off or maintain problematic behavior

FBA switches the focus from ldquotreatment of within-child

pathologyrdquo to

These routines make the problem behavior irrelevant inefficient or ineffective``

30

In An Effective Environmenthellip

Problem behaviors are irrelevant whenChild doesnrsquot need to escape anymoreChild has access to positive events more

commonly Problem behaviors are inefficient when

Alternative behavior is availableAlternative behavior is taught

Problem behaviors are ineffective whenProblem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid

31

DEFINITION OF INSANITY

ldquoDoing the same thing over and over again and expecting different resultsrdquo

Albert Einstein

32

Science of behavior has taught us that studentshellip Are not born with ldquobad behaviorsrdquo Do not learn when presented contingent

aversive consequences

helliphellipDo learn better ways of behaving by being taught directly amp receiving positive feedbackhellipconsider function

33

I know that you believe that you understood what you think I said but I am not sure you realize that what you heard is not what I meant

Robert McCloskey State Department spokesman

(attributed)

Precision in Communication

34

LESSON LEARNED THROUGH THE SCIENCE OF BEHAVIOR

Interventions in schools should focus on changing behaviors not treating diagnostic labels categories or conditions

35

Task 3 Trait or Behavior Although people usually view others in

terms of personality traits this model looks at behaviors See whether you can differentiate between the types of descriptions in the following paragraph

It may be helpful to use the following

bullBehavior = what person doesbullTrait = what person is

36

Task 4 Observable Behavior

First work individually and then compare your answers with your tablemates

Complete the Observable vs Unobservable worksheet

37

PRECISION COMMUNICATIONWhen doing an FBA using precise language is necessary to complete

the assessment and it helps later in intervention planning

The words we use to describe human actions (action verbs topography)

The sequence in which we describe things (patterns of actions what

occurs 1st 2nd etc)

The numbers we use to describe behavior (frequency duration latency

time-of-day)

Precise problem statements include info about the core ldquoWrsquosrdquo What

Where Who and When

38

Task 1b Case Study ContinuedRewriterevise the paragraph introducing us

to a student whose behavior is problematic See if you can make your description more precise

You will share revisions within group and then class

39

BEHAVIORAL SCIENCE 201SPECIFIC TERMINOLOGY

40

Behavior is the result of the interaction between the individual

and their environment

Antecedent

>
>

41

The A-B-Cs of Behavior Science

Conditions under which behavior is likely to occur

Behavior

Event that maintains the occurrence of behavior

Antecedent Behavior Consequence

The Three-Term Contingency

42

ldquoAntecedentrdquo events What sets off hisher behavior Occurs before behavior

When told to get ready for bed Darius brushes his teeth

When Sally sees a commercial for potato chips she goes to the kitchen to get a snack

When Andrew sees the police car he hides in the bushes

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 13: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

13

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Classroom-wide positive expectations taught amp encouraged

Teaching classroom routines amp cues taught amp encouraged

Ratio of 6-8 positive to 1 negative adult-student interaction

Active supervision Redirections for minor infrequent behavior

errors Frequent precorrections for chronic errors Effective academic instruction amp curriculum

14

ClassroomSetting Systems

15

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Positive expectations amp routines taught amp encouraged

Active supervision by all staff Scan move interact

Precorrections amp reminders Positive reinforcement

16

NonclassroomSetting Systems

17

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

18

Behavioral competence at school amp district levels

Function-based behavior support planning

Team- amp data-based decision making Comprehensive person-centered

planning amp wraparound processes Targeted social skills amp self-management

instruction Individualized instructional amp curricular

accommodations

Individual StudentSystems

19

Summary Create systems-based preventive

continuum of behavior support Focus on adult behavior Establish behavioral competence Utilize data based decisions Give priority to academic success Invest in evidence-based practices Teach amp acknowledge behavioral

expectations Work from a person-centered function-

based approach Arrange to work smarter

20

TASK 2A READ AND REPORT`1 Get into groups of 5 Assign a number to each person in your group 1-5

2 Find the blue page titled ldquoTechnical Adequacy of the Functional Assessment Checklistrdquo Read it

3 Answer the question on the next slide corresponding to your number

4 Report to your group on your information

5 Report to whole group and compare responses

21

TASK 2B READ AND REPORT1 What is functional behavior assessment

2 What are the sources of data used in an FBA

3 Is it a research based practice

4 What is the potential success rate of interventions not using an FBA

5 Why is a functional analysis less practical or not useful

22

Some working definitions Behavior ndash what someone does (an observable

and measurable action)

Behavioral Function ndash As key aspects of the environment change so does behavior

Functional Behavioral Assessment (FBA) - A systematic team process for determining the environmental variables that impact the behavior

Functional Behavior Analysis ndash A scientific process for determining the environmental variables that impact behavior (ABCrsquos setting events etc)

23

BEHAVIORAL SCIENCE 101GENERAL CONCEPTS

24

CHANGING THE WAY WE THINK (ABOUT PROBLEM BEHAVIOR)

In a function based approach effective solutions to problem

behavior focus on environmental events that trigger and maintain

behavior

Rarely can problem behaviors be impacted by focusing on within-

person pathologies This can be a dramatic shift in thinking for many school

personnel

Change the environment rather than fixing the person

25

CHANGING THE WAY WE THINK

At the foundation of FBA are three major tenets about behavior

Human behavior is predictable

Human behavior is changeable

Human behavior is functional

26

CHANGING THE WAY WE THINK

Human behavior is functional

The purpose is to obtain something

orThe purpose is to avoid or escape something

People behave the way they do for a reason ndash behavior

serves a purpose

Students use effective strategies more often than ineffective

strategies

27

CHANGING THE WAY WE THINK

Human behavior is functional

Students sometimes learn that problem behavior is more efficient for obtaining

what they wantStudents sometimes learn that

problem behavior is more effective for obtaining what they want

Students use effectiveefficient strategies more often than ineffective or

inefficient strategies

28

CHANGING THE WAY WE THINK

Human behavior is predictable

Environmental conditions can Set up

Set off

Behavior is a function of the environment (and does not occur in

a vacuum)

Or maintain student behavior

29

CHANGING THE WAY WE THINK

Human behavior is changeable

Design of effective environmental routinesThese routines focus on changing

the conditions that set up set off or maintain problematic behavior

FBA switches the focus from ldquotreatment of within-child

pathologyrdquo to

These routines make the problem behavior irrelevant inefficient or ineffective``

30

In An Effective Environmenthellip

Problem behaviors are irrelevant whenChild doesnrsquot need to escape anymoreChild has access to positive events more

commonly Problem behaviors are inefficient when

Alternative behavior is availableAlternative behavior is taught

Problem behaviors are ineffective whenProblem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid

31

DEFINITION OF INSANITY

ldquoDoing the same thing over and over again and expecting different resultsrdquo

Albert Einstein

32

Science of behavior has taught us that studentshellip Are not born with ldquobad behaviorsrdquo Do not learn when presented contingent

aversive consequences

helliphellipDo learn better ways of behaving by being taught directly amp receiving positive feedbackhellipconsider function

33

I know that you believe that you understood what you think I said but I am not sure you realize that what you heard is not what I meant

Robert McCloskey State Department spokesman

(attributed)

Precision in Communication

34

LESSON LEARNED THROUGH THE SCIENCE OF BEHAVIOR

Interventions in schools should focus on changing behaviors not treating diagnostic labels categories or conditions

35

Task 3 Trait or Behavior Although people usually view others in

terms of personality traits this model looks at behaviors See whether you can differentiate between the types of descriptions in the following paragraph

It may be helpful to use the following

bullBehavior = what person doesbullTrait = what person is

36

Task 4 Observable Behavior

First work individually and then compare your answers with your tablemates

Complete the Observable vs Unobservable worksheet

37

PRECISION COMMUNICATIONWhen doing an FBA using precise language is necessary to complete

the assessment and it helps later in intervention planning

The words we use to describe human actions (action verbs topography)

The sequence in which we describe things (patterns of actions what

occurs 1st 2nd etc)

The numbers we use to describe behavior (frequency duration latency

time-of-day)

Precise problem statements include info about the core ldquoWrsquosrdquo What

Where Who and When

38

Task 1b Case Study ContinuedRewriterevise the paragraph introducing us

to a student whose behavior is problematic See if you can make your description more precise

You will share revisions within group and then class

39

BEHAVIORAL SCIENCE 201SPECIFIC TERMINOLOGY

40

Behavior is the result of the interaction between the individual

and their environment

Antecedent

>
>

41

The A-B-Cs of Behavior Science

Conditions under which behavior is likely to occur

Behavior

Event that maintains the occurrence of behavior

Antecedent Behavior Consequence

The Three-Term Contingency

42

ldquoAntecedentrdquo events What sets off hisher behavior Occurs before behavior

When told to get ready for bed Darius brushes his teeth

When Sally sees a commercial for potato chips she goes to the kitchen to get a snack

When Andrew sees the police car he hides in the bushes

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 14: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

Classroom-wide positive expectations taught amp encouraged

Teaching classroom routines amp cues taught amp encouraged

Ratio of 6-8 positive to 1 negative adult-student interaction

Active supervision Redirections for minor infrequent behavior

errors Frequent precorrections for chronic errors Effective academic instruction amp curriculum

14

ClassroomSetting Systems

15

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Positive expectations amp routines taught amp encouraged

Active supervision by all staff Scan move interact

Precorrections amp reminders Positive reinforcement

16

NonclassroomSetting Systems

17

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

18

Behavioral competence at school amp district levels

Function-based behavior support planning

Team- amp data-based decision making Comprehensive person-centered

planning amp wraparound processes Targeted social skills amp self-management

instruction Individualized instructional amp curricular

accommodations

Individual StudentSystems

19

Summary Create systems-based preventive

continuum of behavior support Focus on adult behavior Establish behavioral competence Utilize data based decisions Give priority to academic success Invest in evidence-based practices Teach amp acknowledge behavioral

expectations Work from a person-centered function-

based approach Arrange to work smarter

20

TASK 2A READ AND REPORT`1 Get into groups of 5 Assign a number to each person in your group 1-5

2 Find the blue page titled ldquoTechnical Adequacy of the Functional Assessment Checklistrdquo Read it

3 Answer the question on the next slide corresponding to your number

4 Report to your group on your information

5 Report to whole group and compare responses

21

TASK 2B READ AND REPORT1 What is functional behavior assessment

2 What are the sources of data used in an FBA

3 Is it a research based practice

4 What is the potential success rate of interventions not using an FBA

5 Why is a functional analysis less practical or not useful

22

Some working definitions Behavior ndash what someone does (an observable

and measurable action)

Behavioral Function ndash As key aspects of the environment change so does behavior

Functional Behavioral Assessment (FBA) - A systematic team process for determining the environmental variables that impact the behavior

Functional Behavior Analysis ndash A scientific process for determining the environmental variables that impact behavior (ABCrsquos setting events etc)

23

BEHAVIORAL SCIENCE 101GENERAL CONCEPTS

24

CHANGING THE WAY WE THINK (ABOUT PROBLEM BEHAVIOR)

In a function based approach effective solutions to problem

behavior focus on environmental events that trigger and maintain

behavior

Rarely can problem behaviors be impacted by focusing on within-

person pathologies This can be a dramatic shift in thinking for many school

personnel

Change the environment rather than fixing the person

25

CHANGING THE WAY WE THINK

At the foundation of FBA are three major tenets about behavior

Human behavior is predictable

Human behavior is changeable

Human behavior is functional

26

CHANGING THE WAY WE THINK

Human behavior is functional

The purpose is to obtain something

orThe purpose is to avoid or escape something

People behave the way they do for a reason ndash behavior

serves a purpose

Students use effective strategies more often than ineffective

strategies

27

CHANGING THE WAY WE THINK

Human behavior is functional

Students sometimes learn that problem behavior is more efficient for obtaining

what they wantStudents sometimes learn that

problem behavior is more effective for obtaining what they want

Students use effectiveefficient strategies more often than ineffective or

inefficient strategies

28

CHANGING THE WAY WE THINK

Human behavior is predictable

Environmental conditions can Set up

Set off

Behavior is a function of the environment (and does not occur in

a vacuum)

Or maintain student behavior

29

CHANGING THE WAY WE THINK

Human behavior is changeable

Design of effective environmental routinesThese routines focus on changing

the conditions that set up set off or maintain problematic behavior

FBA switches the focus from ldquotreatment of within-child

pathologyrdquo to

These routines make the problem behavior irrelevant inefficient or ineffective``

30

In An Effective Environmenthellip

Problem behaviors are irrelevant whenChild doesnrsquot need to escape anymoreChild has access to positive events more

commonly Problem behaviors are inefficient when

Alternative behavior is availableAlternative behavior is taught

Problem behaviors are ineffective whenProblem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid

31

DEFINITION OF INSANITY

ldquoDoing the same thing over and over again and expecting different resultsrdquo

Albert Einstein

32

Science of behavior has taught us that studentshellip Are not born with ldquobad behaviorsrdquo Do not learn when presented contingent

aversive consequences

helliphellipDo learn better ways of behaving by being taught directly amp receiving positive feedbackhellipconsider function

33

I know that you believe that you understood what you think I said but I am not sure you realize that what you heard is not what I meant

Robert McCloskey State Department spokesman

(attributed)

Precision in Communication

34

LESSON LEARNED THROUGH THE SCIENCE OF BEHAVIOR

Interventions in schools should focus on changing behaviors not treating diagnostic labels categories or conditions

35

Task 3 Trait or Behavior Although people usually view others in

terms of personality traits this model looks at behaviors See whether you can differentiate between the types of descriptions in the following paragraph

It may be helpful to use the following

bullBehavior = what person doesbullTrait = what person is

36

Task 4 Observable Behavior

First work individually and then compare your answers with your tablemates

Complete the Observable vs Unobservable worksheet

37

PRECISION COMMUNICATIONWhen doing an FBA using precise language is necessary to complete

the assessment and it helps later in intervention planning

The words we use to describe human actions (action verbs topography)

The sequence in which we describe things (patterns of actions what

occurs 1st 2nd etc)

The numbers we use to describe behavior (frequency duration latency

time-of-day)

Precise problem statements include info about the core ldquoWrsquosrdquo What

Where Who and When

38

Task 1b Case Study ContinuedRewriterevise the paragraph introducing us

to a student whose behavior is problematic See if you can make your description more precise

You will share revisions within group and then class

39

BEHAVIORAL SCIENCE 201SPECIFIC TERMINOLOGY

40

Behavior is the result of the interaction between the individual

and their environment

Antecedent

>
>

41

The A-B-Cs of Behavior Science

Conditions under which behavior is likely to occur

Behavior

Event that maintains the occurrence of behavior

Antecedent Behavior Consequence

The Three-Term Contingency

42

ldquoAntecedentrdquo events What sets off hisher behavior Occurs before behavior

When told to get ready for bed Darius brushes his teeth

When Sally sees a commercial for potato chips she goes to the kitchen to get a snack

When Andrew sees the police car he hides in the bushes

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 15: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

15

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Positive expectations amp routines taught amp encouraged

Active supervision by all staff Scan move interact

Precorrections amp reminders Positive reinforcement

16

NonclassroomSetting Systems

17

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

18

Behavioral competence at school amp district levels

Function-based behavior support planning

Team- amp data-based decision making Comprehensive person-centered

planning amp wraparound processes Targeted social skills amp self-management

instruction Individualized instructional amp curricular

accommodations

Individual StudentSystems

19

Summary Create systems-based preventive

continuum of behavior support Focus on adult behavior Establish behavioral competence Utilize data based decisions Give priority to academic success Invest in evidence-based practices Teach amp acknowledge behavioral

expectations Work from a person-centered function-

based approach Arrange to work smarter

20

TASK 2A READ AND REPORT`1 Get into groups of 5 Assign a number to each person in your group 1-5

2 Find the blue page titled ldquoTechnical Adequacy of the Functional Assessment Checklistrdquo Read it

3 Answer the question on the next slide corresponding to your number

4 Report to your group on your information

5 Report to whole group and compare responses

21

TASK 2B READ AND REPORT1 What is functional behavior assessment

2 What are the sources of data used in an FBA

3 Is it a research based practice

4 What is the potential success rate of interventions not using an FBA

5 Why is a functional analysis less practical or not useful

22

Some working definitions Behavior ndash what someone does (an observable

and measurable action)

Behavioral Function ndash As key aspects of the environment change so does behavior

Functional Behavioral Assessment (FBA) - A systematic team process for determining the environmental variables that impact the behavior

Functional Behavior Analysis ndash A scientific process for determining the environmental variables that impact behavior (ABCrsquos setting events etc)

23

BEHAVIORAL SCIENCE 101GENERAL CONCEPTS

24

CHANGING THE WAY WE THINK (ABOUT PROBLEM BEHAVIOR)

In a function based approach effective solutions to problem

behavior focus on environmental events that trigger and maintain

behavior

Rarely can problem behaviors be impacted by focusing on within-

person pathologies This can be a dramatic shift in thinking for many school

personnel

Change the environment rather than fixing the person

25

CHANGING THE WAY WE THINK

At the foundation of FBA are three major tenets about behavior

Human behavior is predictable

Human behavior is changeable

Human behavior is functional

26

CHANGING THE WAY WE THINK

Human behavior is functional

The purpose is to obtain something

orThe purpose is to avoid or escape something

People behave the way they do for a reason ndash behavior

serves a purpose

Students use effective strategies more often than ineffective

strategies

27

CHANGING THE WAY WE THINK

Human behavior is functional

Students sometimes learn that problem behavior is more efficient for obtaining

what they wantStudents sometimes learn that

problem behavior is more effective for obtaining what they want

Students use effectiveefficient strategies more often than ineffective or

inefficient strategies

28

CHANGING THE WAY WE THINK

Human behavior is predictable

Environmental conditions can Set up

Set off

Behavior is a function of the environment (and does not occur in

a vacuum)

Or maintain student behavior

29

CHANGING THE WAY WE THINK

Human behavior is changeable

Design of effective environmental routinesThese routines focus on changing

the conditions that set up set off or maintain problematic behavior

FBA switches the focus from ldquotreatment of within-child

pathologyrdquo to

These routines make the problem behavior irrelevant inefficient or ineffective``

30

In An Effective Environmenthellip

Problem behaviors are irrelevant whenChild doesnrsquot need to escape anymoreChild has access to positive events more

commonly Problem behaviors are inefficient when

Alternative behavior is availableAlternative behavior is taught

Problem behaviors are ineffective whenProblem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid

31

DEFINITION OF INSANITY

ldquoDoing the same thing over and over again and expecting different resultsrdquo

Albert Einstein

32

Science of behavior has taught us that studentshellip Are not born with ldquobad behaviorsrdquo Do not learn when presented contingent

aversive consequences

helliphellipDo learn better ways of behaving by being taught directly amp receiving positive feedbackhellipconsider function

33

I know that you believe that you understood what you think I said but I am not sure you realize that what you heard is not what I meant

Robert McCloskey State Department spokesman

(attributed)

Precision in Communication

34

LESSON LEARNED THROUGH THE SCIENCE OF BEHAVIOR

Interventions in schools should focus on changing behaviors not treating diagnostic labels categories or conditions

35

Task 3 Trait or Behavior Although people usually view others in

terms of personality traits this model looks at behaviors See whether you can differentiate between the types of descriptions in the following paragraph

It may be helpful to use the following

bullBehavior = what person doesbullTrait = what person is

36

Task 4 Observable Behavior

First work individually and then compare your answers with your tablemates

Complete the Observable vs Unobservable worksheet

37

PRECISION COMMUNICATIONWhen doing an FBA using precise language is necessary to complete

the assessment and it helps later in intervention planning

The words we use to describe human actions (action verbs topography)

The sequence in which we describe things (patterns of actions what

occurs 1st 2nd etc)

The numbers we use to describe behavior (frequency duration latency

time-of-day)

Precise problem statements include info about the core ldquoWrsquosrdquo What

Where Who and When

38

Task 1b Case Study ContinuedRewriterevise the paragraph introducing us

to a student whose behavior is problematic See if you can make your description more precise

You will share revisions within group and then class

39

BEHAVIORAL SCIENCE 201SPECIFIC TERMINOLOGY

40

Behavior is the result of the interaction between the individual

and their environment

Antecedent

>
>

41

The A-B-Cs of Behavior Science

Conditions under which behavior is likely to occur

Behavior

Event that maintains the occurrence of behavior

Antecedent Behavior Consequence

The Three-Term Contingency

42

ldquoAntecedentrdquo events What sets off hisher behavior Occurs before behavior

When told to get ready for bed Darius brushes his teeth

When Sally sees a commercial for potato chips she goes to the kitchen to get a snack

When Andrew sees the police car he hides in the bushes

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 16: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

Positive expectations amp routines taught amp encouraged

Active supervision by all staff Scan move interact

Precorrections amp reminders Positive reinforcement

16

NonclassroomSetting Systems

17

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

18

Behavioral competence at school amp district levels

Function-based behavior support planning

Team- amp data-based decision making Comprehensive person-centered

planning amp wraparound processes Targeted social skills amp self-management

instruction Individualized instructional amp curricular

accommodations

Individual StudentSystems

19

Summary Create systems-based preventive

continuum of behavior support Focus on adult behavior Establish behavioral competence Utilize data based decisions Give priority to academic success Invest in evidence-based practices Teach amp acknowledge behavioral

expectations Work from a person-centered function-

based approach Arrange to work smarter

20

TASK 2A READ AND REPORT`1 Get into groups of 5 Assign a number to each person in your group 1-5

2 Find the blue page titled ldquoTechnical Adequacy of the Functional Assessment Checklistrdquo Read it

3 Answer the question on the next slide corresponding to your number

4 Report to your group on your information

5 Report to whole group and compare responses

21

TASK 2B READ AND REPORT1 What is functional behavior assessment

2 What are the sources of data used in an FBA

3 Is it a research based practice

4 What is the potential success rate of interventions not using an FBA

5 Why is a functional analysis less practical or not useful

22

Some working definitions Behavior ndash what someone does (an observable

and measurable action)

Behavioral Function ndash As key aspects of the environment change so does behavior

Functional Behavioral Assessment (FBA) - A systematic team process for determining the environmental variables that impact the behavior

Functional Behavior Analysis ndash A scientific process for determining the environmental variables that impact behavior (ABCrsquos setting events etc)

23

BEHAVIORAL SCIENCE 101GENERAL CONCEPTS

24

CHANGING THE WAY WE THINK (ABOUT PROBLEM BEHAVIOR)

In a function based approach effective solutions to problem

behavior focus on environmental events that trigger and maintain

behavior

Rarely can problem behaviors be impacted by focusing on within-

person pathologies This can be a dramatic shift in thinking for many school

personnel

Change the environment rather than fixing the person

25

CHANGING THE WAY WE THINK

At the foundation of FBA are three major tenets about behavior

Human behavior is predictable

Human behavior is changeable

Human behavior is functional

26

CHANGING THE WAY WE THINK

Human behavior is functional

The purpose is to obtain something

orThe purpose is to avoid or escape something

People behave the way they do for a reason ndash behavior

serves a purpose

Students use effective strategies more often than ineffective

strategies

27

CHANGING THE WAY WE THINK

Human behavior is functional

Students sometimes learn that problem behavior is more efficient for obtaining

what they wantStudents sometimes learn that

problem behavior is more effective for obtaining what they want

Students use effectiveefficient strategies more often than ineffective or

inefficient strategies

28

CHANGING THE WAY WE THINK

Human behavior is predictable

Environmental conditions can Set up

Set off

Behavior is a function of the environment (and does not occur in

a vacuum)

Or maintain student behavior

29

CHANGING THE WAY WE THINK

Human behavior is changeable

Design of effective environmental routinesThese routines focus on changing

the conditions that set up set off or maintain problematic behavior

FBA switches the focus from ldquotreatment of within-child

pathologyrdquo to

These routines make the problem behavior irrelevant inefficient or ineffective``

30

In An Effective Environmenthellip

Problem behaviors are irrelevant whenChild doesnrsquot need to escape anymoreChild has access to positive events more

commonly Problem behaviors are inefficient when

Alternative behavior is availableAlternative behavior is taught

Problem behaviors are ineffective whenProblem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid

31

DEFINITION OF INSANITY

ldquoDoing the same thing over and over again and expecting different resultsrdquo

Albert Einstein

32

Science of behavior has taught us that studentshellip Are not born with ldquobad behaviorsrdquo Do not learn when presented contingent

aversive consequences

helliphellipDo learn better ways of behaving by being taught directly amp receiving positive feedbackhellipconsider function

33

I know that you believe that you understood what you think I said but I am not sure you realize that what you heard is not what I meant

Robert McCloskey State Department spokesman

(attributed)

Precision in Communication

34

LESSON LEARNED THROUGH THE SCIENCE OF BEHAVIOR

Interventions in schools should focus on changing behaviors not treating diagnostic labels categories or conditions

35

Task 3 Trait or Behavior Although people usually view others in

terms of personality traits this model looks at behaviors See whether you can differentiate between the types of descriptions in the following paragraph

It may be helpful to use the following

bullBehavior = what person doesbullTrait = what person is

36

Task 4 Observable Behavior

First work individually and then compare your answers with your tablemates

Complete the Observable vs Unobservable worksheet

37

PRECISION COMMUNICATIONWhen doing an FBA using precise language is necessary to complete

the assessment and it helps later in intervention planning

The words we use to describe human actions (action verbs topography)

The sequence in which we describe things (patterns of actions what

occurs 1st 2nd etc)

The numbers we use to describe behavior (frequency duration latency

time-of-day)

Precise problem statements include info about the core ldquoWrsquosrdquo What

Where Who and When

38

Task 1b Case Study ContinuedRewriterevise the paragraph introducing us

to a student whose behavior is problematic See if you can make your description more precise

You will share revisions within group and then class

39

BEHAVIORAL SCIENCE 201SPECIFIC TERMINOLOGY

40

Behavior is the result of the interaction between the individual

and their environment

Antecedent

>
>

41

The A-B-Cs of Behavior Science

Conditions under which behavior is likely to occur

Behavior

Event that maintains the occurrence of behavior

Antecedent Behavior Consequence

The Three-Term Contingency

42

ldquoAntecedentrdquo events What sets off hisher behavior Occurs before behavior

When told to get ready for bed Darius brushes his teeth

When Sally sees a commercial for potato chips she goes to the kitchen to get a snack

When Andrew sees the police car he hides in the bushes

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 17: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

17

Nonclass

room

Setting Sys

tem

s

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

18

Behavioral competence at school amp district levels

Function-based behavior support planning

Team- amp data-based decision making Comprehensive person-centered

planning amp wraparound processes Targeted social skills amp self-management

instruction Individualized instructional amp curricular

accommodations

Individual StudentSystems

19

Summary Create systems-based preventive

continuum of behavior support Focus on adult behavior Establish behavioral competence Utilize data based decisions Give priority to academic success Invest in evidence-based practices Teach amp acknowledge behavioral

expectations Work from a person-centered function-

based approach Arrange to work smarter

20

TASK 2A READ AND REPORT`1 Get into groups of 5 Assign a number to each person in your group 1-5

2 Find the blue page titled ldquoTechnical Adequacy of the Functional Assessment Checklistrdquo Read it

3 Answer the question on the next slide corresponding to your number

4 Report to your group on your information

5 Report to whole group and compare responses

21

TASK 2B READ AND REPORT1 What is functional behavior assessment

2 What are the sources of data used in an FBA

3 Is it a research based practice

4 What is the potential success rate of interventions not using an FBA

5 Why is a functional analysis less practical or not useful

22

Some working definitions Behavior ndash what someone does (an observable

and measurable action)

Behavioral Function ndash As key aspects of the environment change so does behavior

Functional Behavioral Assessment (FBA) - A systematic team process for determining the environmental variables that impact the behavior

Functional Behavior Analysis ndash A scientific process for determining the environmental variables that impact behavior (ABCrsquos setting events etc)

23

BEHAVIORAL SCIENCE 101GENERAL CONCEPTS

24

CHANGING THE WAY WE THINK (ABOUT PROBLEM BEHAVIOR)

In a function based approach effective solutions to problem

behavior focus on environmental events that trigger and maintain

behavior

Rarely can problem behaviors be impacted by focusing on within-

person pathologies This can be a dramatic shift in thinking for many school

personnel

Change the environment rather than fixing the person

25

CHANGING THE WAY WE THINK

At the foundation of FBA are three major tenets about behavior

Human behavior is predictable

Human behavior is changeable

Human behavior is functional

26

CHANGING THE WAY WE THINK

Human behavior is functional

The purpose is to obtain something

orThe purpose is to avoid or escape something

People behave the way they do for a reason ndash behavior

serves a purpose

Students use effective strategies more often than ineffective

strategies

27

CHANGING THE WAY WE THINK

Human behavior is functional

Students sometimes learn that problem behavior is more efficient for obtaining

what they wantStudents sometimes learn that

problem behavior is more effective for obtaining what they want

Students use effectiveefficient strategies more often than ineffective or

inefficient strategies

28

CHANGING THE WAY WE THINK

Human behavior is predictable

Environmental conditions can Set up

Set off

Behavior is a function of the environment (and does not occur in

a vacuum)

Or maintain student behavior

29

CHANGING THE WAY WE THINK

Human behavior is changeable

Design of effective environmental routinesThese routines focus on changing

the conditions that set up set off or maintain problematic behavior

FBA switches the focus from ldquotreatment of within-child

pathologyrdquo to

These routines make the problem behavior irrelevant inefficient or ineffective``

30

In An Effective Environmenthellip

Problem behaviors are irrelevant whenChild doesnrsquot need to escape anymoreChild has access to positive events more

commonly Problem behaviors are inefficient when

Alternative behavior is availableAlternative behavior is taught

Problem behaviors are ineffective whenProblem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid

31

DEFINITION OF INSANITY

ldquoDoing the same thing over and over again and expecting different resultsrdquo

Albert Einstein

32

Science of behavior has taught us that studentshellip Are not born with ldquobad behaviorsrdquo Do not learn when presented contingent

aversive consequences

helliphellipDo learn better ways of behaving by being taught directly amp receiving positive feedbackhellipconsider function

33

I know that you believe that you understood what you think I said but I am not sure you realize that what you heard is not what I meant

Robert McCloskey State Department spokesman

(attributed)

Precision in Communication

34

LESSON LEARNED THROUGH THE SCIENCE OF BEHAVIOR

Interventions in schools should focus on changing behaviors not treating diagnostic labels categories or conditions

35

Task 3 Trait or Behavior Although people usually view others in

terms of personality traits this model looks at behaviors See whether you can differentiate between the types of descriptions in the following paragraph

It may be helpful to use the following

bullBehavior = what person doesbullTrait = what person is

36

Task 4 Observable Behavior

First work individually and then compare your answers with your tablemates

Complete the Observable vs Unobservable worksheet

37

PRECISION COMMUNICATIONWhen doing an FBA using precise language is necessary to complete

the assessment and it helps later in intervention planning

The words we use to describe human actions (action verbs topography)

The sequence in which we describe things (patterns of actions what

occurs 1st 2nd etc)

The numbers we use to describe behavior (frequency duration latency

time-of-day)

Precise problem statements include info about the core ldquoWrsquosrdquo What

Where Who and When

38

Task 1b Case Study ContinuedRewriterevise the paragraph introducing us

to a student whose behavior is problematic See if you can make your description more precise

You will share revisions within group and then class

39

BEHAVIORAL SCIENCE 201SPECIFIC TERMINOLOGY

40

Behavior is the result of the interaction between the individual

and their environment

Antecedent

>
>

41

The A-B-Cs of Behavior Science

Conditions under which behavior is likely to occur

Behavior

Event that maintains the occurrence of behavior

Antecedent Behavior Consequence

The Three-Term Contingency

42

ldquoAntecedentrdquo events What sets off hisher behavior Occurs before behavior

When told to get ready for bed Darius brushes his teeth

When Sally sees a commercial for potato chips she goes to the kitchen to get a snack

When Andrew sees the police car he hides in the bushes

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 18: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

18

Behavioral competence at school amp district levels

Function-based behavior support planning

Team- amp data-based decision making Comprehensive person-centered

planning amp wraparound processes Targeted social skills amp self-management

instruction Individualized instructional amp curricular

accommodations

Individual StudentSystems

19

Summary Create systems-based preventive

continuum of behavior support Focus on adult behavior Establish behavioral competence Utilize data based decisions Give priority to academic success Invest in evidence-based practices Teach amp acknowledge behavioral

expectations Work from a person-centered function-

based approach Arrange to work smarter

20

TASK 2A READ AND REPORT`1 Get into groups of 5 Assign a number to each person in your group 1-5

2 Find the blue page titled ldquoTechnical Adequacy of the Functional Assessment Checklistrdquo Read it

3 Answer the question on the next slide corresponding to your number

4 Report to your group on your information

5 Report to whole group and compare responses

21

TASK 2B READ AND REPORT1 What is functional behavior assessment

2 What are the sources of data used in an FBA

3 Is it a research based practice

4 What is the potential success rate of interventions not using an FBA

5 Why is a functional analysis less practical or not useful

22

Some working definitions Behavior ndash what someone does (an observable

and measurable action)

Behavioral Function ndash As key aspects of the environment change so does behavior

Functional Behavioral Assessment (FBA) - A systematic team process for determining the environmental variables that impact the behavior

Functional Behavior Analysis ndash A scientific process for determining the environmental variables that impact behavior (ABCrsquos setting events etc)

23

BEHAVIORAL SCIENCE 101GENERAL CONCEPTS

24

CHANGING THE WAY WE THINK (ABOUT PROBLEM BEHAVIOR)

In a function based approach effective solutions to problem

behavior focus on environmental events that trigger and maintain

behavior

Rarely can problem behaviors be impacted by focusing on within-

person pathologies This can be a dramatic shift in thinking for many school

personnel

Change the environment rather than fixing the person

25

CHANGING THE WAY WE THINK

At the foundation of FBA are three major tenets about behavior

Human behavior is predictable

Human behavior is changeable

Human behavior is functional

26

CHANGING THE WAY WE THINK

Human behavior is functional

The purpose is to obtain something

orThe purpose is to avoid or escape something

People behave the way they do for a reason ndash behavior

serves a purpose

Students use effective strategies more often than ineffective

strategies

27

CHANGING THE WAY WE THINK

Human behavior is functional

Students sometimes learn that problem behavior is more efficient for obtaining

what they wantStudents sometimes learn that

problem behavior is more effective for obtaining what they want

Students use effectiveefficient strategies more often than ineffective or

inefficient strategies

28

CHANGING THE WAY WE THINK

Human behavior is predictable

Environmental conditions can Set up

Set off

Behavior is a function of the environment (and does not occur in

a vacuum)

Or maintain student behavior

29

CHANGING THE WAY WE THINK

Human behavior is changeable

Design of effective environmental routinesThese routines focus on changing

the conditions that set up set off or maintain problematic behavior

FBA switches the focus from ldquotreatment of within-child

pathologyrdquo to

These routines make the problem behavior irrelevant inefficient or ineffective``

30

In An Effective Environmenthellip

Problem behaviors are irrelevant whenChild doesnrsquot need to escape anymoreChild has access to positive events more

commonly Problem behaviors are inefficient when

Alternative behavior is availableAlternative behavior is taught

Problem behaviors are ineffective whenProblem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid

31

DEFINITION OF INSANITY

ldquoDoing the same thing over and over again and expecting different resultsrdquo

Albert Einstein

32

Science of behavior has taught us that studentshellip Are not born with ldquobad behaviorsrdquo Do not learn when presented contingent

aversive consequences

helliphellipDo learn better ways of behaving by being taught directly amp receiving positive feedbackhellipconsider function

33

I know that you believe that you understood what you think I said but I am not sure you realize that what you heard is not what I meant

Robert McCloskey State Department spokesman

(attributed)

Precision in Communication

34

LESSON LEARNED THROUGH THE SCIENCE OF BEHAVIOR

Interventions in schools should focus on changing behaviors not treating diagnostic labels categories or conditions

35

Task 3 Trait or Behavior Although people usually view others in

terms of personality traits this model looks at behaviors See whether you can differentiate between the types of descriptions in the following paragraph

It may be helpful to use the following

bullBehavior = what person doesbullTrait = what person is

36

Task 4 Observable Behavior

First work individually and then compare your answers with your tablemates

Complete the Observable vs Unobservable worksheet

37

PRECISION COMMUNICATIONWhen doing an FBA using precise language is necessary to complete

the assessment and it helps later in intervention planning

The words we use to describe human actions (action verbs topography)

The sequence in which we describe things (patterns of actions what

occurs 1st 2nd etc)

The numbers we use to describe behavior (frequency duration latency

time-of-day)

Precise problem statements include info about the core ldquoWrsquosrdquo What

Where Who and When

38

Task 1b Case Study ContinuedRewriterevise the paragraph introducing us

to a student whose behavior is problematic See if you can make your description more precise

You will share revisions within group and then class

39

BEHAVIORAL SCIENCE 201SPECIFIC TERMINOLOGY

40

Behavior is the result of the interaction between the individual

and their environment

Antecedent

>
>

41

The A-B-Cs of Behavior Science

Conditions under which behavior is likely to occur

Behavior

Event that maintains the occurrence of behavior

Antecedent Behavior Consequence

The Three-Term Contingency

42

ldquoAntecedentrdquo events What sets off hisher behavior Occurs before behavior

When told to get ready for bed Darius brushes his teeth

When Sally sees a commercial for potato chips she goes to the kitchen to get a snack

When Andrew sees the police car he hides in the bushes

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 19: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

19

Summary Create systems-based preventive

continuum of behavior support Focus on adult behavior Establish behavioral competence Utilize data based decisions Give priority to academic success Invest in evidence-based practices Teach amp acknowledge behavioral

expectations Work from a person-centered function-

based approach Arrange to work smarter

20

TASK 2A READ AND REPORT`1 Get into groups of 5 Assign a number to each person in your group 1-5

2 Find the blue page titled ldquoTechnical Adequacy of the Functional Assessment Checklistrdquo Read it

3 Answer the question on the next slide corresponding to your number

4 Report to your group on your information

5 Report to whole group and compare responses

21

TASK 2B READ AND REPORT1 What is functional behavior assessment

2 What are the sources of data used in an FBA

3 Is it a research based practice

4 What is the potential success rate of interventions not using an FBA

5 Why is a functional analysis less practical or not useful

22

Some working definitions Behavior ndash what someone does (an observable

and measurable action)

Behavioral Function ndash As key aspects of the environment change so does behavior

Functional Behavioral Assessment (FBA) - A systematic team process for determining the environmental variables that impact the behavior

Functional Behavior Analysis ndash A scientific process for determining the environmental variables that impact behavior (ABCrsquos setting events etc)

23

BEHAVIORAL SCIENCE 101GENERAL CONCEPTS

24

CHANGING THE WAY WE THINK (ABOUT PROBLEM BEHAVIOR)

In a function based approach effective solutions to problem

behavior focus on environmental events that trigger and maintain

behavior

Rarely can problem behaviors be impacted by focusing on within-

person pathologies This can be a dramatic shift in thinking for many school

personnel

Change the environment rather than fixing the person

25

CHANGING THE WAY WE THINK

At the foundation of FBA are three major tenets about behavior

Human behavior is predictable

Human behavior is changeable

Human behavior is functional

26

CHANGING THE WAY WE THINK

Human behavior is functional

The purpose is to obtain something

orThe purpose is to avoid or escape something

People behave the way they do for a reason ndash behavior

serves a purpose

Students use effective strategies more often than ineffective

strategies

27

CHANGING THE WAY WE THINK

Human behavior is functional

Students sometimes learn that problem behavior is more efficient for obtaining

what they wantStudents sometimes learn that

problem behavior is more effective for obtaining what they want

Students use effectiveefficient strategies more often than ineffective or

inefficient strategies

28

CHANGING THE WAY WE THINK

Human behavior is predictable

Environmental conditions can Set up

Set off

Behavior is a function of the environment (and does not occur in

a vacuum)

Or maintain student behavior

29

CHANGING THE WAY WE THINK

Human behavior is changeable

Design of effective environmental routinesThese routines focus on changing

the conditions that set up set off or maintain problematic behavior

FBA switches the focus from ldquotreatment of within-child

pathologyrdquo to

These routines make the problem behavior irrelevant inefficient or ineffective``

30

In An Effective Environmenthellip

Problem behaviors are irrelevant whenChild doesnrsquot need to escape anymoreChild has access to positive events more

commonly Problem behaviors are inefficient when

Alternative behavior is availableAlternative behavior is taught

Problem behaviors are ineffective whenProblem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid

31

DEFINITION OF INSANITY

ldquoDoing the same thing over and over again and expecting different resultsrdquo

Albert Einstein

32

Science of behavior has taught us that studentshellip Are not born with ldquobad behaviorsrdquo Do not learn when presented contingent

aversive consequences

helliphellipDo learn better ways of behaving by being taught directly amp receiving positive feedbackhellipconsider function

33

I know that you believe that you understood what you think I said but I am not sure you realize that what you heard is not what I meant

Robert McCloskey State Department spokesman

(attributed)

Precision in Communication

34

LESSON LEARNED THROUGH THE SCIENCE OF BEHAVIOR

Interventions in schools should focus on changing behaviors not treating diagnostic labels categories or conditions

35

Task 3 Trait or Behavior Although people usually view others in

terms of personality traits this model looks at behaviors See whether you can differentiate between the types of descriptions in the following paragraph

It may be helpful to use the following

bullBehavior = what person doesbullTrait = what person is

36

Task 4 Observable Behavior

First work individually and then compare your answers with your tablemates

Complete the Observable vs Unobservable worksheet

37

PRECISION COMMUNICATIONWhen doing an FBA using precise language is necessary to complete

the assessment and it helps later in intervention planning

The words we use to describe human actions (action verbs topography)

The sequence in which we describe things (patterns of actions what

occurs 1st 2nd etc)

The numbers we use to describe behavior (frequency duration latency

time-of-day)

Precise problem statements include info about the core ldquoWrsquosrdquo What

Where Who and When

38

Task 1b Case Study ContinuedRewriterevise the paragraph introducing us

to a student whose behavior is problematic See if you can make your description more precise

You will share revisions within group and then class

39

BEHAVIORAL SCIENCE 201SPECIFIC TERMINOLOGY

40

Behavior is the result of the interaction between the individual

and their environment

Antecedent

>
>

41

The A-B-Cs of Behavior Science

Conditions under which behavior is likely to occur

Behavior

Event that maintains the occurrence of behavior

Antecedent Behavior Consequence

The Three-Term Contingency

42

ldquoAntecedentrdquo events What sets off hisher behavior Occurs before behavior

When told to get ready for bed Darius brushes his teeth

When Sally sees a commercial for potato chips she goes to the kitchen to get a snack

When Andrew sees the police car he hides in the bushes

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 20: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

20

TASK 2A READ AND REPORT`1 Get into groups of 5 Assign a number to each person in your group 1-5

2 Find the blue page titled ldquoTechnical Adequacy of the Functional Assessment Checklistrdquo Read it

3 Answer the question on the next slide corresponding to your number

4 Report to your group on your information

5 Report to whole group and compare responses

21

TASK 2B READ AND REPORT1 What is functional behavior assessment

2 What are the sources of data used in an FBA

3 Is it a research based practice

4 What is the potential success rate of interventions not using an FBA

5 Why is a functional analysis less practical or not useful

22

Some working definitions Behavior ndash what someone does (an observable

and measurable action)

Behavioral Function ndash As key aspects of the environment change so does behavior

Functional Behavioral Assessment (FBA) - A systematic team process for determining the environmental variables that impact the behavior

Functional Behavior Analysis ndash A scientific process for determining the environmental variables that impact behavior (ABCrsquos setting events etc)

23

BEHAVIORAL SCIENCE 101GENERAL CONCEPTS

24

CHANGING THE WAY WE THINK (ABOUT PROBLEM BEHAVIOR)

In a function based approach effective solutions to problem

behavior focus on environmental events that trigger and maintain

behavior

Rarely can problem behaviors be impacted by focusing on within-

person pathologies This can be a dramatic shift in thinking for many school

personnel

Change the environment rather than fixing the person

25

CHANGING THE WAY WE THINK

At the foundation of FBA are three major tenets about behavior

Human behavior is predictable

Human behavior is changeable

Human behavior is functional

26

CHANGING THE WAY WE THINK

Human behavior is functional

The purpose is to obtain something

orThe purpose is to avoid or escape something

People behave the way they do for a reason ndash behavior

serves a purpose

Students use effective strategies more often than ineffective

strategies

27

CHANGING THE WAY WE THINK

Human behavior is functional

Students sometimes learn that problem behavior is more efficient for obtaining

what they wantStudents sometimes learn that

problem behavior is more effective for obtaining what they want

Students use effectiveefficient strategies more often than ineffective or

inefficient strategies

28

CHANGING THE WAY WE THINK

Human behavior is predictable

Environmental conditions can Set up

Set off

Behavior is a function of the environment (and does not occur in

a vacuum)

Or maintain student behavior

29

CHANGING THE WAY WE THINK

Human behavior is changeable

Design of effective environmental routinesThese routines focus on changing

the conditions that set up set off or maintain problematic behavior

FBA switches the focus from ldquotreatment of within-child

pathologyrdquo to

These routines make the problem behavior irrelevant inefficient or ineffective``

30

In An Effective Environmenthellip

Problem behaviors are irrelevant whenChild doesnrsquot need to escape anymoreChild has access to positive events more

commonly Problem behaviors are inefficient when

Alternative behavior is availableAlternative behavior is taught

Problem behaviors are ineffective whenProblem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid

31

DEFINITION OF INSANITY

ldquoDoing the same thing over and over again and expecting different resultsrdquo

Albert Einstein

32

Science of behavior has taught us that studentshellip Are not born with ldquobad behaviorsrdquo Do not learn when presented contingent

aversive consequences

helliphellipDo learn better ways of behaving by being taught directly amp receiving positive feedbackhellipconsider function

33

I know that you believe that you understood what you think I said but I am not sure you realize that what you heard is not what I meant

Robert McCloskey State Department spokesman

(attributed)

Precision in Communication

34

LESSON LEARNED THROUGH THE SCIENCE OF BEHAVIOR

Interventions in schools should focus on changing behaviors not treating diagnostic labels categories or conditions

35

Task 3 Trait or Behavior Although people usually view others in

terms of personality traits this model looks at behaviors See whether you can differentiate between the types of descriptions in the following paragraph

It may be helpful to use the following

bullBehavior = what person doesbullTrait = what person is

36

Task 4 Observable Behavior

First work individually and then compare your answers with your tablemates

Complete the Observable vs Unobservable worksheet

37

PRECISION COMMUNICATIONWhen doing an FBA using precise language is necessary to complete

the assessment and it helps later in intervention planning

The words we use to describe human actions (action verbs topography)

The sequence in which we describe things (patterns of actions what

occurs 1st 2nd etc)

The numbers we use to describe behavior (frequency duration latency

time-of-day)

Precise problem statements include info about the core ldquoWrsquosrdquo What

Where Who and When

38

Task 1b Case Study ContinuedRewriterevise the paragraph introducing us

to a student whose behavior is problematic See if you can make your description more precise

You will share revisions within group and then class

39

BEHAVIORAL SCIENCE 201SPECIFIC TERMINOLOGY

40

Behavior is the result of the interaction between the individual

and their environment

Antecedent

>
>

41

The A-B-Cs of Behavior Science

Conditions under which behavior is likely to occur

Behavior

Event that maintains the occurrence of behavior

Antecedent Behavior Consequence

The Three-Term Contingency

42

ldquoAntecedentrdquo events What sets off hisher behavior Occurs before behavior

When told to get ready for bed Darius brushes his teeth

When Sally sees a commercial for potato chips she goes to the kitchen to get a snack

When Andrew sees the police car he hides in the bushes

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 21: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

21

TASK 2B READ AND REPORT1 What is functional behavior assessment

2 What are the sources of data used in an FBA

3 Is it a research based practice

4 What is the potential success rate of interventions not using an FBA

5 Why is a functional analysis less practical or not useful

22

Some working definitions Behavior ndash what someone does (an observable

and measurable action)

Behavioral Function ndash As key aspects of the environment change so does behavior

Functional Behavioral Assessment (FBA) - A systematic team process for determining the environmental variables that impact the behavior

Functional Behavior Analysis ndash A scientific process for determining the environmental variables that impact behavior (ABCrsquos setting events etc)

23

BEHAVIORAL SCIENCE 101GENERAL CONCEPTS

24

CHANGING THE WAY WE THINK (ABOUT PROBLEM BEHAVIOR)

In a function based approach effective solutions to problem

behavior focus on environmental events that trigger and maintain

behavior

Rarely can problem behaviors be impacted by focusing on within-

person pathologies This can be a dramatic shift in thinking for many school

personnel

Change the environment rather than fixing the person

25

CHANGING THE WAY WE THINK

At the foundation of FBA are three major tenets about behavior

Human behavior is predictable

Human behavior is changeable

Human behavior is functional

26

CHANGING THE WAY WE THINK

Human behavior is functional

The purpose is to obtain something

orThe purpose is to avoid or escape something

People behave the way they do for a reason ndash behavior

serves a purpose

Students use effective strategies more often than ineffective

strategies

27

CHANGING THE WAY WE THINK

Human behavior is functional

Students sometimes learn that problem behavior is more efficient for obtaining

what they wantStudents sometimes learn that

problem behavior is more effective for obtaining what they want

Students use effectiveefficient strategies more often than ineffective or

inefficient strategies

28

CHANGING THE WAY WE THINK

Human behavior is predictable

Environmental conditions can Set up

Set off

Behavior is a function of the environment (and does not occur in

a vacuum)

Or maintain student behavior

29

CHANGING THE WAY WE THINK

Human behavior is changeable

Design of effective environmental routinesThese routines focus on changing

the conditions that set up set off or maintain problematic behavior

FBA switches the focus from ldquotreatment of within-child

pathologyrdquo to

These routines make the problem behavior irrelevant inefficient or ineffective``

30

In An Effective Environmenthellip

Problem behaviors are irrelevant whenChild doesnrsquot need to escape anymoreChild has access to positive events more

commonly Problem behaviors are inefficient when

Alternative behavior is availableAlternative behavior is taught

Problem behaviors are ineffective whenProblem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid

31

DEFINITION OF INSANITY

ldquoDoing the same thing over and over again and expecting different resultsrdquo

Albert Einstein

32

Science of behavior has taught us that studentshellip Are not born with ldquobad behaviorsrdquo Do not learn when presented contingent

aversive consequences

helliphellipDo learn better ways of behaving by being taught directly amp receiving positive feedbackhellipconsider function

33

I know that you believe that you understood what you think I said but I am not sure you realize that what you heard is not what I meant

Robert McCloskey State Department spokesman

(attributed)

Precision in Communication

34

LESSON LEARNED THROUGH THE SCIENCE OF BEHAVIOR

Interventions in schools should focus on changing behaviors not treating diagnostic labels categories or conditions

35

Task 3 Trait or Behavior Although people usually view others in

terms of personality traits this model looks at behaviors See whether you can differentiate between the types of descriptions in the following paragraph

It may be helpful to use the following

bullBehavior = what person doesbullTrait = what person is

36

Task 4 Observable Behavior

First work individually and then compare your answers with your tablemates

Complete the Observable vs Unobservable worksheet

37

PRECISION COMMUNICATIONWhen doing an FBA using precise language is necessary to complete

the assessment and it helps later in intervention planning

The words we use to describe human actions (action verbs topography)

The sequence in which we describe things (patterns of actions what

occurs 1st 2nd etc)

The numbers we use to describe behavior (frequency duration latency

time-of-day)

Precise problem statements include info about the core ldquoWrsquosrdquo What

Where Who and When

38

Task 1b Case Study ContinuedRewriterevise the paragraph introducing us

to a student whose behavior is problematic See if you can make your description more precise

You will share revisions within group and then class

39

BEHAVIORAL SCIENCE 201SPECIFIC TERMINOLOGY

40

Behavior is the result of the interaction between the individual

and their environment

Antecedent

>
>

41

The A-B-Cs of Behavior Science

Conditions under which behavior is likely to occur

Behavior

Event that maintains the occurrence of behavior

Antecedent Behavior Consequence

The Three-Term Contingency

42

ldquoAntecedentrdquo events What sets off hisher behavior Occurs before behavior

When told to get ready for bed Darius brushes his teeth

When Sally sees a commercial for potato chips she goes to the kitchen to get a snack

When Andrew sees the police car he hides in the bushes

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 22: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

22

Some working definitions Behavior ndash what someone does (an observable

and measurable action)

Behavioral Function ndash As key aspects of the environment change so does behavior

Functional Behavioral Assessment (FBA) - A systematic team process for determining the environmental variables that impact the behavior

Functional Behavior Analysis ndash A scientific process for determining the environmental variables that impact behavior (ABCrsquos setting events etc)

23

BEHAVIORAL SCIENCE 101GENERAL CONCEPTS

24

CHANGING THE WAY WE THINK (ABOUT PROBLEM BEHAVIOR)

In a function based approach effective solutions to problem

behavior focus on environmental events that trigger and maintain

behavior

Rarely can problem behaviors be impacted by focusing on within-

person pathologies This can be a dramatic shift in thinking for many school

personnel

Change the environment rather than fixing the person

25

CHANGING THE WAY WE THINK

At the foundation of FBA are three major tenets about behavior

Human behavior is predictable

Human behavior is changeable

Human behavior is functional

26

CHANGING THE WAY WE THINK

Human behavior is functional

The purpose is to obtain something

orThe purpose is to avoid or escape something

People behave the way they do for a reason ndash behavior

serves a purpose

Students use effective strategies more often than ineffective

strategies

27

CHANGING THE WAY WE THINK

Human behavior is functional

Students sometimes learn that problem behavior is more efficient for obtaining

what they wantStudents sometimes learn that

problem behavior is more effective for obtaining what they want

Students use effectiveefficient strategies more often than ineffective or

inefficient strategies

28

CHANGING THE WAY WE THINK

Human behavior is predictable

Environmental conditions can Set up

Set off

Behavior is a function of the environment (and does not occur in

a vacuum)

Or maintain student behavior

29

CHANGING THE WAY WE THINK

Human behavior is changeable

Design of effective environmental routinesThese routines focus on changing

the conditions that set up set off or maintain problematic behavior

FBA switches the focus from ldquotreatment of within-child

pathologyrdquo to

These routines make the problem behavior irrelevant inefficient or ineffective``

30

In An Effective Environmenthellip

Problem behaviors are irrelevant whenChild doesnrsquot need to escape anymoreChild has access to positive events more

commonly Problem behaviors are inefficient when

Alternative behavior is availableAlternative behavior is taught

Problem behaviors are ineffective whenProblem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid

31

DEFINITION OF INSANITY

ldquoDoing the same thing over and over again and expecting different resultsrdquo

Albert Einstein

32

Science of behavior has taught us that studentshellip Are not born with ldquobad behaviorsrdquo Do not learn when presented contingent

aversive consequences

helliphellipDo learn better ways of behaving by being taught directly amp receiving positive feedbackhellipconsider function

33

I know that you believe that you understood what you think I said but I am not sure you realize that what you heard is not what I meant

Robert McCloskey State Department spokesman

(attributed)

Precision in Communication

34

LESSON LEARNED THROUGH THE SCIENCE OF BEHAVIOR

Interventions in schools should focus on changing behaviors not treating diagnostic labels categories or conditions

35

Task 3 Trait or Behavior Although people usually view others in

terms of personality traits this model looks at behaviors See whether you can differentiate between the types of descriptions in the following paragraph

It may be helpful to use the following

bullBehavior = what person doesbullTrait = what person is

36

Task 4 Observable Behavior

First work individually and then compare your answers with your tablemates

Complete the Observable vs Unobservable worksheet

37

PRECISION COMMUNICATIONWhen doing an FBA using precise language is necessary to complete

the assessment and it helps later in intervention planning

The words we use to describe human actions (action verbs topography)

The sequence in which we describe things (patterns of actions what

occurs 1st 2nd etc)

The numbers we use to describe behavior (frequency duration latency

time-of-day)

Precise problem statements include info about the core ldquoWrsquosrdquo What

Where Who and When

38

Task 1b Case Study ContinuedRewriterevise the paragraph introducing us

to a student whose behavior is problematic See if you can make your description more precise

You will share revisions within group and then class

39

BEHAVIORAL SCIENCE 201SPECIFIC TERMINOLOGY

40

Behavior is the result of the interaction between the individual

and their environment

Antecedent

>
>

41

The A-B-Cs of Behavior Science

Conditions under which behavior is likely to occur

Behavior

Event that maintains the occurrence of behavior

Antecedent Behavior Consequence

The Three-Term Contingency

42

ldquoAntecedentrdquo events What sets off hisher behavior Occurs before behavior

When told to get ready for bed Darius brushes his teeth

When Sally sees a commercial for potato chips she goes to the kitchen to get a snack

When Andrew sees the police car he hides in the bushes

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 23: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

23

BEHAVIORAL SCIENCE 101GENERAL CONCEPTS

24

CHANGING THE WAY WE THINK (ABOUT PROBLEM BEHAVIOR)

In a function based approach effective solutions to problem

behavior focus on environmental events that trigger and maintain

behavior

Rarely can problem behaviors be impacted by focusing on within-

person pathologies This can be a dramatic shift in thinking for many school

personnel

Change the environment rather than fixing the person

25

CHANGING THE WAY WE THINK

At the foundation of FBA are three major tenets about behavior

Human behavior is predictable

Human behavior is changeable

Human behavior is functional

26

CHANGING THE WAY WE THINK

Human behavior is functional

The purpose is to obtain something

orThe purpose is to avoid or escape something

People behave the way they do for a reason ndash behavior

serves a purpose

Students use effective strategies more often than ineffective

strategies

27

CHANGING THE WAY WE THINK

Human behavior is functional

Students sometimes learn that problem behavior is more efficient for obtaining

what they wantStudents sometimes learn that

problem behavior is more effective for obtaining what they want

Students use effectiveefficient strategies more often than ineffective or

inefficient strategies

28

CHANGING THE WAY WE THINK

Human behavior is predictable

Environmental conditions can Set up

Set off

Behavior is a function of the environment (and does not occur in

a vacuum)

Or maintain student behavior

29

CHANGING THE WAY WE THINK

Human behavior is changeable

Design of effective environmental routinesThese routines focus on changing

the conditions that set up set off or maintain problematic behavior

FBA switches the focus from ldquotreatment of within-child

pathologyrdquo to

These routines make the problem behavior irrelevant inefficient or ineffective``

30

In An Effective Environmenthellip

Problem behaviors are irrelevant whenChild doesnrsquot need to escape anymoreChild has access to positive events more

commonly Problem behaviors are inefficient when

Alternative behavior is availableAlternative behavior is taught

Problem behaviors are ineffective whenProblem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid

31

DEFINITION OF INSANITY

ldquoDoing the same thing over and over again and expecting different resultsrdquo

Albert Einstein

32

Science of behavior has taught us that studentshellip Are not born with ldquobad behaviorsrdquo Do not learn when presented contingent

aversive consequences

helliphellipDo learn better ways of behaving by being taught directly amp receiving positive feedbackhellipconsider function

33

I know that you believe that you understood what you think I said but I am not sure you realize that what you heard is not what I meant

Robert McCloskey State Department spokesman

(attributed)

Precision in Communication

34

LESSON LEARNED THROUGH THE SCIENCE OF BEHAVIOR

Interventions in schools should focus on changing behaviors not treating diagnostic labels categories or conditions

35

Task 3 Trait or Behavior Although people usually view others in

terms of personality traits this model looks at behaviors See whether you can differentiate between the types of descriptions in the following paragraph

It may be helpful to use the following

bullBehavior = what person doesbullTrait = what person is

36

Task 4 Observable Behavior

First work individually and then compare your answers with your tablemates

Complete the Observable vs Unobservable worksheet

37

PRECISION COMMUNICATIONWhen doing an FBA using precise language is necessary to complete

the assessment and it helps later in intervention planning

The words we use to describe human actions (action verbs topography)

The sequence in which we describe things (patterns of actions what

occurs 1st 2nd etc)

The numbers we use to describe behavior (frequency duration latency

time-of-day)

Precise problem statements include info about the core ldquoWrsquosrdquo What

Where Who and When

38

Task 1b Case Study ContinuedRewriterevise the paragraph introducing us

to a student whose behavior is problematic See if you can make your description more precise

You will share revisions within group and then class

39

BEHAVIORAL SCIENCE 201SPECIFIC TERMINOLOGY

40

Behavior is the result of the interaction between the individual

and their environment

Antecedent

>
>

41

The A-B-Cs of Behavior Science

Conditions under which behavior is likely to occur

Behavior

Event that maintains the occurrence of behavior

Antecedent Behavior Consequence

The Three-Term Contingency

42

ldquoAntecedentrdquo events What sets off hisher behavior Occurs before behavior

When told to get ready for bed Darius brushes his teeth

When Sally sees a commercial for potato chips she goes to the kitchen to get a snack

When Andrew sees the police car he hides in the bushes

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 24: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

24

CHANGING THE WAY WE THINK (ABOUT PROBLEM BEHAVIOR)

In a function based approach effective solutions to problem

behavior focus on environmental events that trigger and maintain

behavior

Rarely can problem behaviors be impacted by focusing on within-

person pathologies This can be a dramatic shift in thinking for many school

personnel

Change the environment rather than fixing the person

25

CHANGING THE WAY WE THINK

At the foundation of FBA are three major tenets about behavior

Human behavior is predictable

Human behavior is changeable

Human behavior is functional

26

CHANGING THE WAY WE THINK

Human behavior is functional

The purpose is to obtain something

orThe purpose is to avoid or escape something

People behave the way they do for a reason ndash behavior

serves a purpose

Students use effective strategies more often than ineffective

strategies

27

CHANGING THE WAY WE THINK

Human behavior is functional

Students sometimes learn that problem behavior is more efficient for obtaining

what they wantStudents sometimes learn that

problem behavior is more effective for obtaining what they want

Students use effectiveefficient strategies more often than ineffective or

inefficient strategies

28

CHANGING THE WAY WE THINK

Human behavior is predictable

Environmental conditions can Set up

Set off

Behavior is a function of the environment (and does not occur in

a vacuum)

Or maintain student behavior

29

CHANGING THE WAY WE THINK

Human behavior is changeable

Design of effective environmental routinesThese routines focus on changing

the conditions that set up set off or maintain problematic behavior

FBA switches the focus from ldquotreatment of within-child

pathologyrdquo to

These routines make the problem behavior irrelevant inefficient or ineffective``

30

In An Effective Environmenthellip

Problem behaviors are irrelevant whenChild doesnrsquot need to escape anymoreChild has access to positive events more

commonly Problem behaviors are inefficient when

Alternative behavior is availableAlternative behavior is taught

Problem behaviors are ineffective whenProblem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid

31

DEFINITION OF INSANITY

ldquoDoing the same thing over and over again and expecting different resultsrdquo

Albert Einstein

32

Science of behavior has taught us that studentshellip Are not born with ldquobad behaviorsrdquo Do not learn when presented contingent

aversive consequences

helliphellipDo learn better ways of behaving by being taught directly amp receiving positive feedbackhellipconsider function

33

I know that you believe that you understood what you think I said but I am not sure you realize that what you heard is not what I meant

Robert McCloskey State Department spokesman

(attributed)

Precision in Communication

34

LESSON LEARNED THROUGH THE SCIENCE OF BEHAVIOR

Interventions in schools should focus on changing behaviors not treating diagnostic labels categories or conditions

35

Task 3 Trait or Behavior Although people usually view others in

terms of personality traits this model looks at behaviors See whether you can differentiate between the types of descriptions in the following paragraph

It may be helpful to use the following

bullBehavior = what person doesbullTrait = what person is

36

Task 4 Observable Behavior

First work individually and then compare your answers with your tablemates

Complete the Observable vs Unobservable worksheet

37

PRECISION COMMUNICATIONWhen doing an FBA using precise language is necessary to complete

the assessment and it helps later in intervention planning

The words we use to describe human actions (action verbs topography)

The sequence in which we describe things (patterns of actions what

occurs 1st 2nd etc)

The numbers we use to describe behavior (frequency duration latency

time-of-day)

Precise problem statements include info about the core ldquoWrsquosrdquo What

Where Who and When

38

Task 1b Case Study ContinuedRewriterevise the paragraph introducing us

to a student whose behavior is problematic See if you can make your description more precise

You will share revisions within group and then class

39

BEHAVIORAL SCIENCE 201SPECIFIC TERMINOLOGY

40

Behavior is the result of the interaction between the individual

and their environment

Antecedent

>
>

41

The A-B-Cs of Behavior Science

Conditions under which behavior is likely to occur

Behavior

Event that maintains the occurrence of behavior

Antecedent Behavior Consequence

The Three-Term Contingency

42

ldquoAntecedentrdquo events What sets off hisher behavior Occurs before behavior

When told to get ready for bed Darius brushes his teeth

When Sally sees a commercial for potato chips she goes to the kitchen to get a snack

When Andrew sees the police car he hides in the bushes

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 25: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

25

CHANGING THE WAY WE THINK

At the foundation of FBA are three major tenets about behavior

Human behavior is predictable

Human behavior is changeable

Human behavior is functional

26

CHANGING THE WAY WE THINK

Human behavior is functional

The purpose is to obtain something

orThe purpose is to avoid or escape something

People behave the way they do for a reason ndash behavior

serves a purpose

Students use effective strategies more often than ineffective

strategies

27

CHANGING THE WAY WE THINK

Human behavior is functional

Students sometimes learn that problem behavior is more efficient for obtaining

what they wantStudents sometimes learn that

problem behavior is more effective for obtaining what they want

Students use effectiveefficient strategies more often than ineffective or

inefficient strategies

28

CHANGING THE WAY WE THINK

Human behavior is predictable

Environmental conditions can Set up

Set off

Behavior is a function of the environment (and does not occur in

a vacuum)

Or maintain student behavior

29

CHANGING THE WAY WE THINK

Human behavior is changeable

Design of effective environmental routinesThese routines focus on changing

the conditions that set up set off or maintain problematic behavior

FBA switches the focus from ldquotreatment of within-child

pathologyrdquo to

These routines make the problem behavior irrelevant inefficient or ineffective``

30

In An Effective Environmenthellip

Problem behaviors are irrelevant whenChild doesnrsquot need to escape anymoreChild has access to positive events more

commonly Problem behaviors are inefficient when

Alternative behavior is availableAlternative behavior is taught

Problem behaviors are ineffective whenProblem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid

31

DEFINITION OF INSANITY

ldquoDoing the same thing over and over again and expecting different resultsrdquo

Albert Einstein

32

Science of behavior has taught us that studentshellip Are not born with ldquobad behaviorsrdquo Do not learn when presented contingent

aversive consequences

helliphellipDo learn better ways of behaving by being taught directly amp receiving positive feedbackhellipconsider function

33

I know that you believe that you understood what you think I said but I am not sure you realize that what you heard is not what I meant

Robert McCloskey State Department spokesman

(attributed)

Precision in Communication

34

LESSON LEARNED THROUGH THE SCIENCE OF BEHAVIOR

Interventions in schools should focus on changing behaviors not treating diagnostic labels categories or conditions

35

Task 3 Trait or Behavior Although people usually view others in

terms of personality traits this model looks at behaviors See whether you can differentiate between the types of descriptions in the following paragraph

It may be helpful to use the following

bullBehavior = what person doesbullTrait = what person is

36

Task 4 Observable Behavior

First work individually and then compare your answers with your tablemates

Complete the Observable vs Unobservable worksheet

37

PRECISION COMMUNICATIONWhen doing an FBA using precise language is necessary to complete

the assessment and it helps later in intervention planning

The words we use to describe human actions (action verbs topography)

The sequence in which we describe things (patterns of actions what

occurs 1st 2nd etc)

The numbers we use to describe behavior (frequency duration latency

time-of-day)

Precise problem statements include info about the core ldquoWrsquosrdquo What

Where Who and When

38

Task 1b Case Study ContinuedRewriterevise the paragraph introducing us

to a student whose behavior is problematic See if you can make your description more precise

You will share revisions within group and then class

39

BEHAVIORAL SCIENCE 201SPECIFIC TERMINOLOGY

40

Behavior is the result of the interaction between the individual

and their environment

Antecedent

>
>

41

The A-B-Cs of Behavior Science

Conditions under which behavior is likely to occur

Behavior

Event that maintains the occurrence of behavior

Antecedent Behavior Consequence

The Three-Term Contingency

42

ldquoAntecedentrdquo events What sets off hisher behavior Occurs before behavior

When told to get ready for bed Darius brushes his teeth

When Sally sees a commercial for potato chips she goes to the kitchen to get a snack

When Andrew sees the police car he hides in the bushes

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 26: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

26

CHANGING THE WAY WE THINK

Human behavior is functional

The purpose is to obtain something

orThe purpose is to avoid or escape something

People behave the way they do for a reason ndash behavior

serves a purpose

Students use effective strategies more often than ineffective

strategies

27

CHANGING THE WAY WE THINK

Human behavior is functional

Students sometimes learn that problem behavior is more efficient for obtaining

what they wantStudents sometimes learn that

problem behavior is more effective for obtaining what they want

Students use effectiveefficient strategies more often than ineffective or

inefficient strategies

28

CHANGING THE WAY WE THINK

Human behavior is predictable

Environmental conditions can Set up

Set off

Behavior is a function of the environment (and does not occur in

a vacuum)

Or maintain student behavior

29

CHANGING THE WAY WE THINK

Human behavior is changeable

Design of effective environmental routinesThese routines focus on changing

the conditions that set up set off or maintain problematic behavior

FBA switches the focus from ldquotreatment of within-child

pathologyrdquo to

These routines make the problem behavior irrelevant inefficient or ineffective``

30

In An Effective Environmenthellip

Problem behaviors are irrelevant whenChild doesnrsquot need to escape anymoreChild has access to positive events more

commonly Problem behaviors are inefficient when

Alternative behavior is availableAlternative behavior is taught

Problem behaviors are ineffective whenProblem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid

31

DEFINITION OF INSANITY

ldquoDoing the same thing over and over again and expecting different resultsrdquo

Albert Einstein

32

Science of behavior has taught us that studentshellip Are not born with ldquobad behaviorsrdquo Do not learn when presented contingent

aversive consequences

helliphellipDo learn better ways of behaving by being taught directly amp receiving positive feedbackhellipconsider function

33

I know that you believe that you understood what you think I said but I am not sure you realize that what you heard is not what I meant

Robert McCloskey State Department spokesman

(attributed)

Precision in Communication

34

LESSON LEARNED THROUGH THE SCIENCE OF BEHAVIOR

Interventions in schools should focus on changing behaviors not treating diagnostic labels categories or conditions

35

Task 3 Trait or Behavior Although people usually view others in

terms of personality traits this model looks at behaviors See whether you can differentiate between the types of descriptions in the following paragraph

It may be helpful to use the following

bullBehavior = what person doesbullTrait = what person is

36

Task 4 Observable Behavior

First work individually and then compare your answers with your tablemates

Complete the Observable vs Unobservable worksheet

37

PRECISION COMMUNICATIONWhen doing an FBA using precise language is necessary to complete

the assessment and it helps later in intervention planning

The words we use to describe human actions (action verbs topography)

The sequence in which we describe things (patterns of actions what

occurs 1st 2nd etc)

The numbers we use to describe behavior (frequency duration latency

time-of-day)

Precise problem statements include info about the core ldquoWrsquosrdquo What

Where Who and When

38

Task 1b Case Study ContinuedRewriterevise the paragraph introducing us

to a student whose behavior is problematic See if you can make your description more precise

You will share revisions within group and then class

39

BEHAVIORAL SCIENCE 201SPECIFIC TERMINOLOGY

40

Behavior is the result of the interaction between the individual

and their environment

Antecedent

>
>

41

The A-B-Cs of Behavior Science

Conditions under which behavior is likely to occur

Behavior

Event that maintains the occurrence of behavior

Antecedent Behavior Consequence

The Three-Term Contingency

42

ldquoAntecedentrdquo events What sets off hisher behavior Occurs before behavior

When told to get ready for bed Darius brushes his teeth

When Sally sees a commercial for potato chips she goes to the kitchen to get a snack

When Andrew sees the police car he hides in the bushes

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 27: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

27

CHANGING THE WAY WE THINK

Human behavior is functional

Students sometimes learn that problem behavior is more efficient for obtaining

what they wantStudents sometimes learn that

problem behavior is more effective for obtaining what they want

Students use effectiveefficient strategies more often than ineffective or

inefficient strategies

28

CHANGING THE WAY WE THINK

Human behavior is predictable

Environmental conditions can Set up

Set off

Behavior is a function of the environment (and does not occur in

a vacuum)

Or maintain student behavior

29

CHANGING THE WAY WE THINK

Human behavior is changeable

Design of effective environmental routinesThese routines focus on changing

the conditions that set up set off or maintain problematic behavior

FBA switches the focus from ldquotreatment of within-child

pathologyrdquo to

These routines make the problem behavior irrelevant inefficient or ineffective``

30

In An Effective Environmenthellip

Problem behaviors are irrelevant whenChild doesnrsquot need to escape anymoreChild has access to positive events more

commonly Problem behaviors are inefficient when

Alternative behavior is availableAlternative behavior is taught

Problem behaviors are ineffective whenProblem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid

31

DEFINITION OF INSANITY

ldquoDoing the same thing over and over again and expecting different resultsrdquo

Albert Einstein

32

Science of behavior has taught us that studentshellip Are not born with ldquobad behaviorsrdquo Do not learn when presented contingent

aversive consequences

helliphellipDo learn better ways of behaving by being taught directly amp receiving positive feedbackhellipconsider function

33

I know that you believe that you understood what you think I said but I am not sure you realize that what you heard is not what I meant

Robert McCloskey State Department spokesman

(attributed)

Precision in Communication

34

LESSON LEARNED THROUGH THE SCIENCE OF BEHAVIOR

Interventions in schools should focus on changing behaviors not treating diagnostic labels categories or conditions

35

Task 3 Trait or Behavior Although people usually view others in

terms of personality traits this model looks at behaviors See whether you can differentiate between the types of descriptions in the following paragraph

It may be helpful to use the following

bullBehavior = what person doesbullTrait = what person is

36

Task 4 Observable Behavior

First work individually and then compare your answers with your tablemates

Complete the Observable vs Unobservable worksheet

37

PRECISION COMMUNICATIONWhen doing an FBA using precise language is necessary to complete

the assessment and it helps later in intervention planning

The words we use to describe human actions (action verbs topography)

The sequence in which we describe things (patterns of actions what

occurs 1st 2nd etc)

The numbers we use to describe behavior (frequency duration latency

time-of-day)

Precise problem statements include info about the core ldquoWrsquosrdquo What

Where Who and When

38

Task 1b Case Study ContinuedRewriterevise the paragraph introducing us

to a student whose behavior is problematic See if you can make your description more precise

You will share revisions within group and then class

39

BEHAVIORAL SCIENCE 201SPECIFIC TERMINOLOGY

40

Behavior is the result of the interaction between the individual

and their environment

Antecedent

>
>

41

The A-B-Cs of Behavior Science

Conditions under which behavior is likely to occur

Behavior

Event that maintains the occurrence of behavior

Antecedent Behavior Consequence

The Three-Term Contingency

42

ldquoAntecedentrdquo events What sets off hisher behavior Occurs before behavior

When told to get ready for bed Darius brushes his teeth

When Sally sees a commercial for potato chips she goes to the kitchen to get a snack

When Andrew sees the police car he hides in the bushes

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 28: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

28

CHANGING THE WAY WE THINK

Human behavior is predictable

Environmental conditions can Set up

Set off

Behavior is a function of the environment (and does not occur in

a vacuum)

Or maintain student behavior

29

CHANGING THE WAY WE THINK

Human behavior is changeable

Design of effective environmental routinesThese routines focus on changing

the conditions that set up set off or maintain problematic behavior

FBA switches the focus from ldquotreatment of within-child

pathologyrdquo to

These routines make the problem behavior irrelevant inefficient or ineffective``

30

In An Effective Environmenthellip

Problem behaviors are irrelevant whenChild doesnrsquot need to escape anymoreChild has access to positive events more

commonly Problem behaviors are inefficient when

Alternative behavior is availableAlternative behavior is taught

Problem behaviors are ineffective whenProblem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid

31

DEFINITION OF INSANITY

ldquoDoing the same thing over and over again and expecting different resultsrdquo

Albert Einstein

32

Science of behavior has taught us that studentshellip Are not born with ldquobad behaviorsrdquo Do not learn when presented contingent

aversive consequences

helliphellipDo learn better ways of behaving by being taught directly amp receiving positive feedbackhellipconsider function

33

I know that you believe that you understood what you think I said but I am not sure you realize that what you heard is not what I meant

Robert McCloskey State Department spokesman

(attributed)

Precision in Communication

34

LESSON LEARNED THROUGH THE SCIENCE OF BEHAVIOR

Interventions in schools should focus on changing behaviors not treating diagnostic labels categories or conditions

35

Task 3 Trait or Behavior Although people usually view others in

terms of personality traits this model looks at behaviors See whether you can differentiate between the types of descriptions in the following paragraph

It may be helpful to use the following

bullBehavior = what person doesbullTrait = what person is

36

Task 4 Observable Behavior

First work individually and then compare your answers with your tablemates

Complete the Observable vs Unobservable worksheet

37

PRECISION COMMUNICATIONWhen doing an FBA using precise language is necessary to complete

the assessment and it helps later in intervention planning

The words we use to describe human actions (action verbs topography)

The sequence in which we describe things (patterns of actions what

occurs 1st 2nd etc)

The numbers we use to describe behavior (frequency duration latency

time-of-day)

Precise problem statements include info about the core ldquoWrsquosrdquo What

Where Who and When

38

Task 1b Case Study ContinuedRewriterevise the paragraph introducing us

to a student whose behavior is problematic See if you can make your description more precise

You will share revisions within group and then class

39

BEHAVIORAL SCIENCE 201SPECIFIC TERMINOLOGY

40

Behavior is the result of the interaction between the individual

and their environment

Antecedent

>
>

41

The A-B-Cs of Behavior Science

Conditions under which behavior is likely to occur

Behavior

Event that maintains the occurrence of behavior

Antecedent Behavior Consequence

The Three-Term Contingency

42

ldquoAntecedentrdquo events What sets off hisher behavior Occurs before behavior

When told to get ready for bed Darius brushes his teeth

When Sally sees a commercial for potato chips she goes to the kitchen to get a snack

When Andrew sees the police car he hides in the bushes

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 29: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

29

CHANGING THE WAY WE THINK

Human behavior is changeable

Design of effective environmental routinesThese routines focus on changing

the conditions that set up set off or maintain problematic behavior

FBA switches the focus from ldquotreatment of within-child

pathologyrdquo to

These routines make the problem behavior irrelevant inefficient or ineffective``

30

In An Effective Environmenthellip

Problem behaviors are irrelevant whenChild doesnrsquot need to escape anymoreChild has access to positive events more

commonly Problem behaviors are inefficient when

Alternative behavior is availableAlternative behavior is taught

Problem behaviors are ineffective whenProblem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid

31

DEFINITION OF INSANITY

ldquoDoing the same thing over and over again and expecting different resultsrdquo

Albert Einstein

32

Science of behavior has taught us that studentshellip Are not born with ldquobad behaviorsrdquo Do not learn when presented contingent

aversive consequences

helliphellipDo learn better ways of behaving by being taught directly amp receiving positive feedbackhellipconsider function

33

I know that you believe that you understood what you think I said but I am not sure you realize that what you heard is not what I meant

Robert McCloskey State Department spokesman

(attributed)

Precision in Communication

34

LESSON LEARNED THROUGH THE SCIENCE OF BEHAVIOR

Interventions in schools should focus on changing behaviors not treating diagnostic labels categories or conditions

35

Task 3 Trait or Behavior Although people usually view others in

terms of personality traits this model looks at behaviors See whether you can differentiate between the types of descriptions in the following paragraph

It may be helpful to use the following

bullBehavior = what person doesbullTrait = what person is

36

Task 4 Observable Behavior

First work individually and then compare your answers with your tablemates

Complete the Observable vs Unobservable worksheet

37

PRECISION COMMUNICATIONWhen doing an FBA using precise language is necessary to complete

the assessment and it helps later in intervention planning

The words we use to describe human actions (action verbs topography)

The sequence in which we describe things (patterns of actions what

occurs 1st 2nd etc)

The numbers we use to describe behavior (frequency duration latency

time-of-day)

Precise problem statements include info about the core ldquoWrsquosrdquo What

Where Who and When

38

Task 1b Case Study ContinuedRewriterevise the paragraph introducing us

to a student whose behavior is problematic See if you can make your description more precise

You will share revisions within group and then class

39

BEHAVIORAL SCIENCE 201SPECIFIC TERMINOLOGY

40

Behavior is the result of the interaction between the individual

and their environment

Antecedent

>
>

41

The A-B-Cs of Behavior Science

Conditions under which behavior is likely to occur

Behavior

Event that maintains the occurrence of behavior

Antecedent Behavior Consequence

The Three-Term Contingency

42

ldquoAntecedentrdquo events What sets off hisher behavior Occurs before behavior

When told to get ready for bed Darius brushes his teeth

When Sally sees a commercial for potato chips she goes to the kitchen to get a snack

When Andrew sees the police car he hides in the bushes

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 30: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

30

In An Effective Environmenthellip

Problem behaviors are irrelevant whenChild doesnrsquot need to escape anymoreChild has access to positive events more

commonly Problem behaviors are inefficient when

Alternative behavior is availableAlternative behavior is taught

Problem behaviors are ineffective whenProblem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid

31

DEFINITION OF INSANITY

ldquoDoing the same thing over and over again and expecting different resultsrdquo

Albert Einstein

32

Science of behavior has taught us that studentshellip Are not born with ldquobad behaviorsrdquo Do not learn when presented contingent

aversive consequences

helliphellipDo learn better ways of behaving by being taught directly amp receiving positive feedbackhellipconsider function

33

I know that you believe that you understood what you think I said but I am not sure you realize that what you heard is not what I meant

Robert McCloskey State Department spokesman

(attributed)

Precision in Communication

34

LESSON LEARNED THROUGH THE SCIENCE OF BEHAVIOR

Interventions in schools should focus on changing behaviors not treating diagnostic labels categories or conditions

35

Task 3 Trait or Behavior Although people usually view others in

terms of personality traits this model looks at behaviors See whether you can differentiate between the types of descriptions in the following paragraph

It may be helpful to use the following

bullBehavior = what person doesbullTrait = what person is

36

Task 4 Observable Behavior

First work individually and then compare your answers with your tablemates

Complete the Observable vs Unobservable worksheet

37

PRECISION COMMUNICATIONWhen doing an FBA using precise language is necessary to complete

the assessment and it helps later in intervention planning

The words we use to describe human actions (action verbs topography)

The sequence in which we describe things (patterns of actions what

occurs 1st 2nd etc)

The numbers we use to describe behavior (frequency duration latency

time-of-day)

Precise problem statements include info about the core ldquoWrsquosrdquo What

Where Who and When

38

Task 1b Case Study ContinuedRewriterevise the paragraph introducing us

to a student whose behavior is problematic See if you can make your description more precise

You will share revisions within group and then class

39

BEHAVIORAL SCIENCE 201SPECIFIC TERMINOLOGY

40

Behavior is the result of the interaction between the individual

and their environment

Antecedent

>
>

41

The A-B-Cs of Behavior Science

Conditions under which behavior is likely to occur

Behavior

Event that maintains the occurrence of behavior

Antecedent Behavior Consequence

The Three-Term Contingency

42

ldquoAntecedentrdquo events What sets off hisher behavior Occurs before behavior

When told to get ready for bed Darius brushes his teeth

When Sally sees a commercial for potato chips she goes to the kitchen to get a snack

When Andrew sees the police car he hides in the bushes

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 31: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

31

DEFINITION OF INSANITY

ldquoDoing the same thing over and over again and expecting different resultsrdquo

Albert Einstein

32

Science of behavior has taught us that studentshellip Are not born with ldquobad behaviorsrdquo Do not learn when presented contingent

aversive consequences

helliphellipDo learn better ways of behaving by being taught directly amp receiving positive feedbackhellipconsider function

33

I know that you believe that you understood what you think I said but I am not sure you realize that what you heard is not what I meant

Robert McCloskey State Department spokesman

(attributed)

Precision in Communication

34

LESSON LEARNED THROUGH THE SCIENCE OF BEHAVIOR

Interventions in schools should focus on changing behaviors not treating diagnostic labels categories or conditions

35

Task 3 Trait or Behavior Although people usually view others in

terms of personality traits this model looks at behaviors See whether you can differentiate between the types of descriptions in the following paragraph

It may be helpful to use the following

bullBehavior = what person doesbullTrait = what person is

36

Task 4 Observable Behavior

First work individually and then compare your answers with your tablemates

Complete the Observable vs Unobservable worksheet

37

PRECISION COMMUNICATIONWhen doing an FBA using precise language is necessary to complete

the assessment and it helps later in intervention planning

The words we use to describe human actions (action verbs topography)

The sequence in which we describe things (patterns of actions what

occurs 1st 2nd etc)

The numbers we use to describe behavior (frequency duration latency

time-of-day)

Precise problem statements include info about the core ldquoWrsquosrdquo What

Where Who and When

38

Task 1b Case Study ContinuedRewriterevise the paragraph introducing us

to a student whose behavior is problematic See if you can make your description more precise

You will share revisions within group and then class

39

BEHAVIORAL SCIENCE 201SPECIFIC TERMINOLOGY

40

Behavior is the result of the interaction between the individual

and their environment

Antecedent

>
>

41

The A-B-Cs of Behavior Science

Conditions under which behavior is likely to occur

Behavior

Event that maintains the occurrence of behavior

Antecedent Behavior Consequence

The Three-Term Contingency

42

ldquoAntecedentrdquo events What sets off hisher behavior Occurs before behavior

When told to get ready for bed Darius brushes his teeth

When Sally sees a commercial for potato chips she goes to the kitchen to get a snack

When Andrew sees the police car he hides in the bushes

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 32: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

32

Science of behavior has taught us that studentshellip Are not born with ldquobad behaviorsrdquo Do not learn when presented contingent

aversive consequences

helliphellipDo learn better ways of behaving by being taught directly amp receiving positive feedbackhellipconsider function

33

I know that you believe that you understood what you think I said but I am not sure you realize that what you heard is not what I meant

Robert McCloskey State Department spokesman

(attributed)

Precision in Communication

34

LESSON LEARNED THROUGH THE SCIENCE OF BEHAVIOR

Interventions in schools should focus on changing behaviors not treating diagnostic labels categories or conditions

35

Task 3 Trait or Behavior Although people usually view others in

terms of personality traits this model looks at behaviors See whether you can differentiate between the types of descriptions in the following paragraph

It may be helpful to use the following

bullBehavior = what person doesbullTrait = what person is

36

Task 4 Observable Behavior

First work individually and then compare your answers with your tablemates

Complete the Observable vs Unobservable worksheet

37

PRECISION COMMUNICATIONWhen doing an FBA using precise language is necessary to complete

the assessment and it helps later in intervention planning

The words we use to describe human actions (action verbs topography)

The sequence in which we describe things (patterns of actions what

occurs 1st 2nd etc)

The numbers we use to describe behavior (frequency duration latency

time-of-day)

Precise problem statements include info about the core ldquoWrsquosrdquo What

Where Who and When

38

Task 1b Case Study ContinuedRewriterevise the paragraph introducing us

to a student whose behavior is problematic See if you can make your description more precise

You will share revisions within group and then class

39

BEHAVIORAL SCIENCE 201SPECIFIC TERMINOLOGY

40

Behavior is the result of the interaction between the individual

and their environment

Antecedent

>
>

41

The A-B-Cs of Behavior Science

Conditions under which behavior is likely to occur

Behavior

Event that maintains the occurrence of behavior

Antecedent Behavior Consequence

The Three-Term Contingency

42

ldquoAntecedentrdquo events What sets off hisher behavior Occurs before behavior

When told to get ready for bed Darius brushes his teeth

When Sally sees a commercial for potato chips she goes to the kitchen to get a snack

When Andrew sees the police car he hides in the bushes

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 33: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

33

I know that you believe that you understood what you think I said but I am not sure you realize that what you heard is not what I meant

Robert McCloskey State Department spokesman

(attributed)

Precision in Communication

34

LESSON LEARNED THROUGH THE SCIENCE OF BEHAVIOR

Interventions in schools should focus on changing behaviors not treating diagnostic labels categories or conditions

35

Task 3 Trait or Behavior Although people usually view others in

terms of personality traits this model looks at behaviors See whether you can differentiate between the types of descriptions in the following paragraph

It may be helpful to use the following

bullBehavior = what person doesbullTrait = what person is

36

Task 4 Observable Behavior

First work individually and then compare your answers with your tablemates

Complete the Observable vs Unobservable worksheet

37

PRECISION COMMUNICATIONWhen doing an FBA using precise language is necessary to complete

the assessment and it helps later in intervention planning

The words we use to describe human actions (action verbs topography)

The sequence in which we describe things (patterns of actions what

occurs 1st 2nd etc)

The numbers we use to describe behavior (frequency duration latency

time-of-day)

Precise problem statements include info about the core ldquoWrsquosrdquo What

Where Who and When

38

Task 1b Case Study ContinuedRewriterevise the paragraph introducing us

to a student whose behavior is problematic See if you can make your description more precise

You will share revisions within group and then class

39

BEHAVIORAL SCIENCE 201SPECIFIC TERMINOLOGY

40

Behavior is the result of the interaction between the individual

and their environment

Antecedent

>
>

41

The A-B-Cs of Behavior Science

Conditions under which behavior is likely to occur

Behavior

Event that maintains the occurrence of behavior

Antecedent Behavior Consequence

The Three-Term Contingency

42

ldquoAntecedentrdquo events What sets off hisher behavior Occurs before behavior

When told to get ready for bed Darius brushes his teeth

When Sally sees a commercial for potato chips she goes to the kitchen to get a snack

When Andrew sees the police car he hides in the bushes

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 34: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

34

LESSON LEARNED THROUGH THE SCIENCE OF BEHAVIOR

Interventions in schools should focus on changing behaviors not treating diagnostic labels categories or conditions

35

Task 3 Trait or Behavior Although people usually view others in

terms of personality traits this model looks at behaviors See whether you can differentiate between the types of descriptions in the following paragraph

It may be helpful to use the following

bullBehavior = what person doesbullTrait = what person is

36

Task 4 Observable Behavior

First work individually and then compare your answers with your tablemates

Complete the Observable vs Unobservable worksheet

37

PRECISION COMMUNICATIONWhen doing an FBA using precise language is necessary to complete

the assessment and it helps later in intervention planning

The words we use to describe human actions (action verbs topography)

The sequence in which we describe things (patterns of actions what

occurs 1st 2nd etc)

The numbers we use to describe behavior (frequency duration latency

time-of-day)

Precise problem statements include info about the core ldquoWrsquosrdquo What

Where Who and When

38

Task 1b Case Study ContinuedRewriterevise the paragraph introducing us

to a student whose behavior is problematic See if you can make your description more precise

You will share revisions within group and then class

39

BEHAVIORAL SCIENCE 201SPECIFIC TERMINOLOGY

40

Behavior is the result of the interaction between the individual

and their environment

Antecedent

>
>

41

The A-B-Cs of Behavior Science

Conditions under which behavior is likely to occur

Behavior

Event that maintains the occurrence of behavior

Antecedent Behavior Consequence

The Three-Term Contingency

42

ldquoAntecedentrdquo events What sets off hisher behavior Occurs before behavior

When told to get ready for bed Darius brushes his teeth

When Sally sees a commercial for potato chips she goes to the kitchen to get a snack

When Andrew sees the police car he hides in the bushes

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 35: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

35

Task 3 Trait or Behavior Although people usually view others in

terms of personality traits this model looks at behaviors See whether you can differentiate between the types of descriptions in the following paragraph

It may be helpful to use the following

bullBehavior = what person doesbullTrait = what person is

36

Task 4 Observable Behavior

First work individually and then compare your answers with your tablemates

Complete the Observable vs Unobservable worksheet

37

PRECISION COMMUNICATIONWhen doing an FBA using precise language is necessary to complete

the assessment and it helps later in intervention planning

The words we use to describe human actions (action verbs topography)

The sequence in which we describe things (patterns of actions what

occurs 1st 2nd etc)

The numbers we use to describe behavior (frequency duration latency

time-of-day)

Precise problem statements include info about the core ldquoWrsquosrdquo What

Where Who and When

38

Task 1b Case Study ContinuedRewriterevise the paragraph introducing us

to a student whose behavior is problematic See if you can make your description more precise

You will share revisions within group and then class

39

BEHAVIORAL SCIENCE 201SPECIFIC TERMINOLOGY

40

Behavior is the result of the interaction between the individual

and their environment

Antecedent

>
>

41

The A-B-Cs of Behavior Science

Conditions under which behavior is likely to occur

Behavior

Event that maintains the occurrence of behavior

Antecedent Behavior Consequence

The Three-Term Contingency

42

ldquoAntecedentrdquo events What sets off hisher behavior Occurs before behavior

When told to get ready for bed Darius brushes his teeth

When Sally sees a commercial for potato chips she goes to the kitchen to get a snack

When Andrew sees the police car he hides in the bushes

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 36: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

36

Task 4 Observable Behavior

First work individually and then compare your answers with your tablemates

Complete the Observable vs Unobservable worksheet

37

PRECISION COMMUNICATIONWhen doing an FBA using precise language is necessary to complete

the assessment and it helps later in intervention planning

The words we use to describe human actions (action verbs topography)

The sequence in which we describe things (patterns of actions what

occurs 1st 2nd etc)

The numbers we use to describe behavior (frequency duration latency

time-of-day)

Precise problem statements include info about the core ldquoWrsquosrdquo What

Where Who and When

38

Task 1b Case Study ContinuedRewriterevise the paragraph introducing us

to a student whose behavior is problematic See if you can make your description more precise

You will share revisions within group and then class

39

BEHAVIORAL SCIENCE 201SPECIFIC TERMINOLOGY

40

Behavior is the result of the interaction between the individual

and their environment

Antecedent

>
>

41

The A-B-Cs of Behavior Science

Conditions under which behavior is likely to occur

Behavior

Event that maintains the occurrence of behavior

Antecedent Behavior Consequence

The Three-Term Contingency

42

ldquoAntecedentrdquo events What sets off hisher behavior Occurs before behavior

When told to get ready for bed Darius brushes his teeth

When Sally sees a commercial for potato chips she goes to the kitchen to get a snack

When Andrew sees the police car he hides in the bushes

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 37: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

37

PRECISION COMMUNICATIONWhen doing an FBA using precise language is necessary to complete

the assessment and it helps later in intervention planning

The words we use to describe human actions (action verbs topography)

The sequence in which we describe things (patterns of actions what

occurs 1st 2nd etc)

The numbers we use to describe behavior (frequency duration latency

time-of-day)

Precise problem statements include info about the core ldquoWrsquosrdquo What

Where Who and When

38

Task 1b Case Study ContinuedRewriterevise the paragraph introducing us

to a student whose behavior is problematic See if you can make your description more precise

You will share revisions within group and then class

39

BEHAVIORAL SCIENCE 201SPECIFIC TERMINOLOGY

40

Behavior is the result of the interaction between the individual

and their environment

Antecedent

>
>

41

The A-B-Cs of Behavior Science

Conditions under which behavior is likely to occur

Behavior

Event that maintains the occurrence of behavior

Antecedent Behavior Consequence

The Three-Term Contingency

42

ldquoAntecedentrdquo events What sets off hisher behavior Occurs before behavior

When told to get ready for bed Darius brushes his teeth

When Sally sees a commercial for potato chips she goes to the kitchen to get a snack

When Andrew sees the police car he hides in the bushes

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 38: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

38

Task 1b Case Study ContinuedRewriterevise the paragraph introducing us

to a student whose behavior is problematic See if you can make your description more precise

You will share revisions within group and then class

39

BEHAVIORAL SCIENCE 201SPECIFIC TERMINOLOGY

40

Behavior is the result of the interaction between the individual

and their environment

Antecedent

>
>

41

The A-B-Cs of Behavior Science

Conditions under which behavior is likely to occur

Behavior

Event that maintains the occurrence of behavior

Antecedent Behavior Consequence

The Three-Term Contingency

42

ldquoAntecedentrdquo events What sets off hisher behavior Occurs before behavior

When told to get ready for bed Darius brushes his teeth

When Sally sees a commercial for potato chips she goes to the kitchen to get a snack

When Andrew sees the police car he hides in the bushes

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 39: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

39

BEHAVIORAL SCIENCE 201SPECIFIC TERMINOLOGY

40

Behavior is the result of the interaction between the individual

and their environment

Antecedent

>
>

41

The A-B-Cs of Behavior Science

Conditions under which behavior is likely to occur

Behavior

Event that maintains the occurrence of behavior

Antecedent Behavior Consequence

The Three-Term Contingency

42

ldquoAntecedentrdquo events What sets off hisher behavior Occurs before behavior

When told to get ready for bed Darius brushes his teeth

When Sally sees a commercial for potato chips she goes to the kitchen to get a snack

When Andrew sees the police car he hides in the bushes

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 40: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

40

Behavior is the result of the interaction between the individual

and their environment

Antecedent

>
>

41

The A-B-Cs of Behavior Science

Conditions under which behavior is likely to occur

Behavior

Event that maintains the occurrence of behavior

Antecedent Behavior Consequence

The Three-Term Contingency

42

ldquoAntecedentrdquo events What sets off hisher behavior Occurs before behavior

When told to get ready for bed Darius brushes his teeth

When Sally sees a commercial for potato chips she goes to the kitchen to get a snack

When Andrew sees the police car he hides in the bushes

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 41: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

41

The A-B-Cs of Behavior Science

Conditions under which behavior is likely to occur

Behavior

Event that maintains the occurrence of behavior

Antecedent Behavior Consequence

The Three-Term Contingency

42

ldquoAntecedentrdquo events What sets off hisher behavior Occurs before behavior

When told to get ready for bed Darius brushes his teeth

When Sally sees a commercial for potato chips she goes to the kitchen to get a snack

When Andrew sees the police car he hides in the bushes

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 42: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

42

ldquoAntecedentrdquo events What sets off hisher behavior Occurs before behavior

When told to get ready for bed Darius brushes his teeth

When Sally sees a commercial for potato chips she goes to the kitchen to get a snack

When Andrew sees the police car he hides in the bushes

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 43: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

43

More examples of antecedent orldquotriggeringrdquo events

When a peer teases her walk Cologne uses verbal profanity

The parentrsquos directions are triggers for Demetrirsquos display of verbal noncompliance

When her sister sits next to her Tristen screams

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 44: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

44

Task 1c Case Study Continued

In your case study determine any antecedent or triggering

events for your studentrsquos problem behavior

Report to the groupclass

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 45: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

45

Setting Events Unique situationsconditions that when combined

with the antecedentscontext increase or decrease in likelihood of the behavior

May not be present May not be obvious Need to examine patterns to determine if an event

sets up a condition Examples include

hunger social conflict adequate sleep

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 46: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

Setting events may include medical and health issues

Failing to take regularly delivered medication increases the likelihood that John will yell at his children

When Susie has physical discomfort associated with sitting for long periods of time she is more likely to throw down her books and cry

46

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 47: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

47

Other Examples of Setting EventsActivity Patterns When the chore has little variety and involves repetitive tasks

Mary is more likely to ignore her parents when asked to do the work

Following a change in routine or schedule in Michaelrsquos day Michael will refuse to leave his assigned table when asked to line up

On many days as the time for math class nears Jamal gets sent to the office

Relationships with Others Kevin is more likely to put his head down and close his book

when he has been reprimanded by a teacher earlier in the day When Carla has spent the weekend at her fatherrsquos house and her

morning routine has been hurried she is more likely to talk back to teachers and refuse to do what she is asked

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 48: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

48

Task 1d Case Study Continued

In your case study determine any setting events for your studentrsquos

problem behavior

Report to the groupclass

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 49: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

49

Consequence events What happens immediately after

the behavior occurs

Could be Environmental Provided by adult or peer Internal etc

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 50: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

50

Learning

Behaviors that result in desirable consequences for the student are more likely to occur in the future

Behaviors that result in undesirable consequences are less likely to occur in the future

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 51: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

51

Following Demetrirsquos verbal noncompliance parent walks away and does the chore themselves

When Colleen uses verbal profanity peers start to argue with her

When Tristen screams the parent tells Tristenrsquos sister to move

What is the Consequence

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 52: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

52

Behaviors serve one of two motivation functions

They help us to get something we like Tangibles (food toys

money etc) Attention (smiles

conversation scolding etc)

Internal states (rest self-stimulation success etc)

They help us to escape or avoid something we do not like Tangibles (disliked

food scary items etc)

Attention (scolding conversation lectures etc)

Internal states (failure fatigue pain etc)

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 53: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

53

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

VideoWhat 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 ldquowhat you getrdquo or ldquowhat you

avoidrdquo To make functional assessment functional the

outcomes must be very specific and precise

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 54: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

54

Identifying Maintaining Consequences

Given a Problem Behavior

Get Object Activity Sensation

Avoid Object Activity Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

ObjectActivity

ObjectActivity

PreciseEvent

PreciseEvent

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 55: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

Consider response class

Set of topographically different behaviors with similar or related purpose or function Hit spit runaway yellhellip

Escape difficult task request Cry hit whine raise hand spithellip

Obtain adult attention Make noises poke at other student ask a

lot of irrelevant questions asks to sharpen pencil or go to the bathroomhellip What possible response class

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 56: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

56

Changing the Way You Think In life there is neither good nor bad

there are only consequences From a Fortune Cookie-----

One personrsquos trash is another personrsquos treasures

The only thing I have ever been good at is being bad

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 57: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

57

Task 1e Case Study Continued

In your case study determine any consequent events for your studentrsquos problem behavior

Report to the groupclass

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 58: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

58

Why is understanding the science important in schoolrsquos work Knowledge is definitely power (and at least

comfort in being able to predict the outcomes)

Keeps people from wasting time and admiring or perpetuating the problem

Creates a consistent base of understanding across family and professionals as they work together for the benefit for the child

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 59: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

59

FBAFinally

Presentinghelliphelliphelliphelliphelliphellip

THE FBA

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 60: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

60

Functional Behavioral Assessment Defined

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

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 61: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

61

Behavior Support Elements

Problem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

TeamSpecialist

Hypothesis statementCompeting Behavior Analysis Contextual Fit

Implementation Plan

Technical Adequacy Strengths

Preferences

Lifestyle vision

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 62: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

62

Outcomes of a Functional Behavioral Assessment

Operationally 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

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 63: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

63

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

FBA Information

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 64: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

64

Many ways to do FBA Simple Typical FBA

Interview 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 statement

FACTS

Demo

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 65: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

65

From simple to complex(see Crone and Horner pg 22) Simple Functional Assessment

20 minutes to one hour Involves interview(s) andor checklists (eg

FACTS) Full Functional Assessment

Usually 2-4 hours Involves interviews observations records search

Functional Analysis Can be 20 hours or more Involves above plus systematic experimental

manipulations

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 66: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

66

A functional assessment doesnrsquot leave treatment selection to chance

Ms Jones gambles Jennyrsquos Education on a

hunch

Letrsquos see what I can do to get Jenny to behave

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 67: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

67

Functional Assessment Process

1 Describe the specific behavior

2 Identify the variables impacting that behavior (eg antecedent consequence)

3 Identify function of behavior

4 Develops a ldquobest guessrdquo or hypothesis to summarize the behavior and relationship to the environment

Behavior Antecedent Consequence

Function

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 68: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

68

Defining the Problem Behavior for Functional Assessment- Must be specific observable

measurable- Must be behavior (an action done)- Repeated behavior- Behavior that interferes with learning- Look for patterns of problem behaviors

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 69: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

69

The following material is modified from

Understanding Problem Behavior (An Interactive Tutorial)

Terrance M Scott PhDCarl J Liaupsin MS C Michael Nelson EdD

httpsercgwsukyedupbis

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 70: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

70

When the lunch bell rings Billy runs and sits at the table Once seated he can open his lunch box and begin to eat

What is the motivation for Billyrsquos running to the lunch table

A Obtain itemsactivitiesB Avoid adult

C Obtain peer attention

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 71: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

71

When her lab partner has body odor Suzanne asks to work alone at her desk during class

What is the motivation for Suzannersquos asking to work alone

A Obtain peer attentionB Obtain

itemsactivitiesC Avoid Peer(s)

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 72: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

72

Mr Feeble asks Ralph to take out his math book Ralph responds ldquoYour mother wears combat bootsrdquo Mr Feeble then sends Ralph to sit in the hall instead of doing math

What is the motivation for Ralphrsquos rude comment to Mr Feeble

A Avoid task or activityB Avoid Peer(s)C Obtain adult

attention

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 73: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

73

Sally sits next to Simon Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him Sally giggles

What is the motivation for Simonrsquos bizarre behavior

A Avoid task or activityB Obtain peer attentionC Avoid Adult

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 74: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

74

What events maintain behaviorTwo Basic Functions

Obtainhellip Attention from peers Attention from adults Item Internal stimulation

Escapehellip Avoid peers Avoid adults Avoid taskwork Internal stimulation

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 75: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

75

Letrsquos Look at Some Examples of What We Have Talked About So Farhellip

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 76: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

76

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head Hit

In room with Noise andor too many people

Avoid noisepeopleAllergies

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 77: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

77

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What function

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 78: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

78

Sequoia did not eat lunch at school again When she comes home from school and her father asks her to do her homework before she can have a snack Sequoia refuses to work Her father yells at her and sends Sequoia to her room where she has hidden some cookies

Setting event Antecedent Behavior Consequence

Misses lunch Father asksher to go to do homework

Sequoia refusesto work

Sent to room where she eats cookies

What functionObtain items

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 79: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

79

Jason screams and hits his head when approached by his sisters Marge or Allison When he screams Allison and Marge move away and leave Jason alone This is more likely to happen if Jason is tired

Setting event Antecedent Behavior Consequence

TiredApproached by Marge and Allison

Screamhits head

Allison and Marge leave Jason alone

What functionAvoid peers

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 80: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

80

Marla steals objects and hides them in her deskbackpack There is always a ldquobig scenerdquo when the objects are discovered by her teacher The problem is most likely during independentseat work

Setting event Antecedent Behavior Consequence

Teacher occupied

Working alone

Stealing objects

Teacher causes ldquobig scenerdquo

What functionObtain Adult Attention

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 81: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

81

Setting event Antecedent Behavior Consequence

Caesar smokespot with friends

Police officerseen driving up

Caesar hidesbehind a bldg

Police officer drives by without stopping

Caesar is smoking pot with his friends at the corner When a police officer is seem driving down the street Caesar and his friends duck behind a building The police officer drives by and keeps going

What functionEscape adultorpeer attention

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 82: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

82

Setting event Antecedent Behavior Consequence

Joshua playing Video game

Motherrsquos repeated requestfor Josh to pick up clothes

Joshua throwshandset at momand stomps off

Mom screams at Joshua then picks up his clothes

Joshua is playing a video game His mother asks him to pick up the clothes he has left laying all around the living room After repeated requests Joshua throws the handset at his motherrsquos head and stomps off into his room Mother screams at him and later picks up his clothes

What functionAvoid task

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 83: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

83

Setting event Antecedent Behavior Consequence

Jennifer is building with Legos

Loud music Jennifer rocksand screeches

Mom tells boys to turn the music off

Jennifer is building with legos Her brother and his friends in the room turn up their music because it is their favorite new song Jennifer begins rocking and screeching Mother comes in and tells the boys to turn off the music

What functionAvoid sensory input

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 84: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

84

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 85: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

85

Generate a Hypothesis Statement

A hypothesis statement ishellip

a summary statement that describes the teamrsquos best guess about the relationship between the problem behavior and the characteristics of the environment ndash the specific function

The goal ishellip

to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 86: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

86

Hypothesis StatementWhen this occurshellip

(describe the circumstances)

The child doeshellip(describe the behavior)

To getavoidhellip(describe the consequences)

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 87: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

87

Sample Hypothesis Statements

When the teacherrsquos attention is withdrawn or focused on another child Lisa makes noises this results in the teacher scolding her and moving her closer

When Donna finishes work before the other students she scribbles on her desk this alleviates her boredom

When Marcus is unclear about the directions for an assignment he stays in his seat and talks to peers this keeps him from feeling frustrated

When unanticipated changes occur in the schedule Ben throws his materials having to pick them up delays the transition to the next activity

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 88: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

88

Functional Assessment ToolsDoing an FBA There are many tools available to help

in completing a functional assessment There are two protocols in your

handoutsF-BSPFACTS

We will use the Functional Assessment Checklist for Teachers and Staff (FACTS)

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 89: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

89

Doing Any FBA Need a mechanism to start the process

ndash Request for AssistanceInformal RequestFormal Request

Parent contact before doing the FBA Parent Permission Form ndash

Get On With It

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 90: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

90

Functional Assessment Checklist for Teachers and Staff (FACTS)

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 91: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

91

FACTS-Part A A two-page interview used by school

personnel Completed by people (teachers family

clinicians) who know the student best and used to either build behavior support plans or guide more complete functional assessment efforts

Can be completed in a short period of time (5-15 min)

Efficiency and effectiveness in completing the forms increases with practice

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 92: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

92

FACTS-Part AExample

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 93: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

93

Meet Eddie McDowell Eddie is a student that we will use for

a case study 6th grader Teacher reports that he is

argumentative and sometimes engages in physical aggression

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 94: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

94

Teacher Eddie

Eddie please begin your assignment

What assignment

I finished it

I donrsquot have it with me now

You never believe me

-YOU

Pulls away glares amp raises fist as if to strike

The assignment you should be working on right now

Great please show it to me

You have a choicehellipshow me your work or do it again

I guess yoursquove made the choice to do it again

Thatrsquos disrespecthellipgo to the office

Moves closerhellipamp puts hand on Eddiersquos shoulder

Make me

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 95: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

95

Whatrsquos up with Eddie

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

QuickTimetrade and aTIFF (Uncompressed) decompressor

are needed to see this picture

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 96: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

96

Summarizing the problem for Eddie

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Extended structured

activity (math)

Do a difficult

task

Threatens Uses profanity

Remove fromclass

Function

Avoid task

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 97: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

97

Task 1f Case Study Continued

Based on the information you have brought with you complete this section of the FACTS

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 98: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

98

How to Complete the FACTS-Part B Examine each timeactivity listed as 4 5 or 6 in the Table from

Step 4 If activities are similar (eg activities that are unstructured activities that involve high academic demands activities with teacher reprimands activities with peer taunting) and have similar problem behaviors treat them as ldquoroutines for future analysisrdquo

Select between 1 and 3 routines for further analysis Write the name of the routine and the most common problem behavior(s) Within each routine identify the problem behavior(s) that are most likely or most problematic

For each routine identifies in Step 5 complete a FACTS-Part B

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 99: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

99

How About Eddie

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 100: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

100

FACTS-Part BExample

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 101: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

101

Task 1g Complete a FACTS Part B on your

student

Share with groupclass

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 102: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

102

Task 1g Pick a partner at your table

Interview your partner completing a FACTS Part B on your student

Share with class

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 103: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

103

Full FBA The full FBA builds on the simple FACTS The full FBA includes

Observations of the studentAdditional Interviews

Other teachersOther school personnel involvedParentsStudent

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 104: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

104

Full FBA Do a full FBA when the hypothesis is

rated at 3 or less on the initial teacher interview

If the student is at risk for suspension expulsion alternative placement or other disciplinary action that would restrict access to public education

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 105: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

105

Full FBATools - Interviews Original teacher interview on FACTS Interview of parent(s) ndash use first two

pages of F-BSP Interviews with other staff use either

the FACTS or first two pages of F-BSP Interview with student See student

interview format (Appendix D - Crone amp Horner)

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 106: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

106

Full FBATools ndash Observations ABC Observation From ndash Appendix G Functional Assessment Observation

Form ndash Appendix H Any tool you are familiar with that

addresses the problem behavior Review handout forms

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 107: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

107

Full FBAObservations At least one is required Do as many as necessary to develop a strong

hypothesis If you are unsure of your behavior definition do

inter-observer reliability check ndash 85 or higher agreement is adequate

If you are unsure that the problem is unique to this student do observation on other students and compare

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 108: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

108

Gather the interviews and observations Complete the F-BSP form

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 109: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

109

Task 1h Case Study Continued If your case required a full FBA what

would you add and why

Share with groupclass

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 110: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

110

Use FBA to Design Effective SupportThe Design of Effective Environments

Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common

Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught

Problem behaviors are ineffective Problem behaviors are not rewarded Desired behavior ARE rewarded

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 111: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

111

Designing Effective Behavior Intervention Planshellip

Behavior support is the redesign of environments NOT the redesign of the individual

Make the environment effective for this kid Behavior Intervention Plans describe what

WE will do differently

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 112: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

112

An intervention is not an intervention unless it changes behavior

It typically begins by teaching the implementers how to do things differently

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 113: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

113

The difference between FBA and FBA Functional

Behavioral Assessment The use of

interviews rating scales and observations to determine the function or purpose for the behavior the variables that instigate it and the variables that maintain it

Functional Behavioral Analysis

The manipulation of environmental variables to see how behavior changes based on a hypothesis of the purpose of the behavior

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 114: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

114

The BSP Team StructurePage 89 in book

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 115: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

115

Team ProcessPage 90

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 116: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

116

Simple Team Agenda ndash Initial Meeting p 98

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 117: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

117

Simple Agenda ndash 3rd MeetingPage 99

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 118: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

118

Sample Meeting Notes Formpage 101

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 119: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

119

Efficiency of FBA Processpage 100 - 106

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 120: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

120

Efficiency of FBA Process At any meeting in the process develop

meeting norms around the following Be sure to have a note taker Be sure to have a time keeper Have a chair or facilitator Norms keeper to be a positive nag about

following the norms

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 121: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

121

Sample Partnership AgreementPage 103

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What
Page 122: Paul Knight Nancy Lindahl September 24, 2010 1 WELCOME!

122

Now What Any further Questions Specific Concerns with a Student

Assessment On-line questionnaire within two weeks

How are you doing with your first case Office Hours

Interventions ndash Other training sessions

  • Functional Behavioral Assessments
  • Your Trainers
  • Your Trainers (2)
  • Slide 4
  • Norms
  • Slide 6
  • Slide 7
  • Todayrsquos Agenda
  • Task 1a Case Study
  • Objective for Today
  • Slide 11
  • Slide 12
  • Slide 13
  • Slide 14
  • Slide 15
  • Slide 16
  • Slide 17
  • Slide 18
  • Summary
  • Task 2a Read and Report`
  • Task 2b Read and Report
  • Some working definitions
  • Behavioral Science 101 General Concepts
  • Changing the Way We Think (about problem behavior)
  • Changing the Way We Think
  • Changing the Way We Think (2)
  • Changing the Way We Think (3)
  • Changing the Way We Think (4)
  • Changing the Way We Think (5)
  • In An Effective Environmenthellip
  • Definition of Insanity
  • Science of behavior has taught us that studentshellip
  • Slide 33
  • Lesson learned through the science of behavior
  • Task 3 Trait or Behavior
  • Task 4 Observable Behavior
  • Precision Communication
  • Task 1b Case Study Continued
  • Behavioral Science 201 Specific Terminology
  • Slide 40
  • The A-B-Cs of Behavior Science
  • ldquoAntecedentrdquo events
  • More examples of antecedent or ldquotriggeringrdquo events
  • Slide 44
  • Setting Events
  • Setting events may include medical and health issues
  • Other Examples of Setting Events
  • Slide 48
  • Consequence events
  • Learning
  • Slide 51
  • Behaviors serve one of two motivation functions
  • Identifying Maintaining Consequences
  • Identifying Maintaining Consequences (2)
  • Consider response class
  • Changing the Way You Think
  • Slide 57
  • Why is understanding the science important in schoolrsquos work
  • FBA
  • Functional Behavioral Assessment
  • Behavior Support Elements
  • Outcomes of a Functional Behavioral Assessment
  • Improving Decision-Making
  • Many ways to do FBA
  • From simple to complex (see Crone and Horner pg 22)
  • A functional assessment doesnrsquot leave treatment selection to ch
  • Functional Assessment Process
  • Defining the Problem Behavior for Functional Assessment
  • Slide 69
  • When the lunch bell rings Billy runs and sits at the table On
  • When her lab partner has body odor Suzanne asks to work alone
  • Mr Feeble asks Ralph to take out his math book Ralph responds
  • Sally sits next to Simon Simon sticks his pencils up his nose
  • What events maintain behavior Two Basic Functions
  • Letrsquos Look at Some Examples of What We Have Talked About So Far
  • Slide 76
  • Slide 77
  • Slide 78
  • Slide 79
  • Slide 80
  • Slide 81
  • Slide 82
  • Slide 83
  • Slide 84
  • Generate a Hypothesis Statement
  • Hypothesis Statement
  • Sample Hypothesis Statements
  • Functional Assessment Tools Doing an FBA
  • Doing Any FBA
  • Functional Assessment Checklist for Teachers and Staff (FACT
  • FACTS-Part A
  • FACTS-Part A Example
  • Meet Eddie McDowell
  • Slide 94
  • Whatrsquos up with Eddie
  • Slide 96
  • Task 1f Case Study Continued
  • How to Complete the FACTS-Part B
  • How About Eddie
  • FACTS- Part B Example
  • Task 1g
  • Task 1g (2)
  • Full FBA
  • Full FBA (2)
  • Full FBA (3)
  • Full FBA (4)
  • Full FBA (5)
  • Slide 108
  • Task 1h Case Study Continued
  • Use FBA to Design Effective Support The Design of Effective En
  • Designing Effective Behavior Intervention Planshellip
  • Slide 112
  • The difference between FBA and FBA
  • The BSP Team Structure Page 89 in book
  • Team Process Page 90
  • Simple Team Agenda ndash Initial Meeting p 98
  • Simple Agenda ndash 3rd Meeting Page 99
  • Sample Meeting Notes Form page 101
  • Efficiency of FBA Process page 100 - 106
  • Efficiency of FBA Process
  • Sample Partnership Agreement Page 103
  • Now What

Lindahl Equilibrium as a Collective Choice Rule

Lindahl Equilibrium as a Collective Choice Rule

Nathan Sarr The Tools of UR Research. Research Susan Gibbons, David Lindahl and Nancy Foster begin enhancement Project Main objectives –Customize DSpace.

Nathan Sarr The Tools of UR Research. Research Susan Gibbons, David Lindahl and Nancy Foster begin enhancement Project Main objectives –Customize DSpace.

Nancy Knight-Clay Souvenir Program

Nancy Knight-Clay Souvenir Program

Top 5 David Lindahl Properties Tips

Top 5 David Lindahl Properties Tips

Oana Borcan Mikael Lindahl Andreea Mitrut University of .../menu/standard/file/Mitrut.pdfOana Borcan Mikael Lindahl Andreea Mitrut University of Gothenburg Uppsala University, Uppsala

Oana Borcan Mikael Lindahl Andreea Mitrut University of .../menu/standard/file/Mitrut.pdfOana Borcan Mikael Lindahl Andreea Mitrut University of Gothenburg Uppsala University, Uppsala

Dane Mui Cody Klansnic Jake Lindahl Gunnar Erickson.

Dane Mui Cody Klansnic Jake Lindahl Gunnar Erickson.

The Lindahl Group Andover Homes For Sale

The Lindahl Group Andover Homes For Sale

Leading Effective Data Meetings Through Collaborative Teams Kathryn Catherman Nancy Lindahl Kalamazoo RESA.

Leading Effective Data Meetings Through Collaborative Teams Kathryn Catherman Nancy Lindahl Kalamazoo RESA.

Project Update David Lindahl University of Rochester Libraries.

Project Update David Lindahl University of Rochester Libraries.

Out-of-Equilibrium Performance of Three Lindahl Mechanisms ...

Out-of-Equilibrium Performance of Three Lindahl Mechanisms ...

A (IB), Nancy Knight (NK) , Matt Parson (MP) In attendance: Jan Fialkowski, ... Alternative, Light Rail Transit ... the right solution for the corridor. ...

A (IB), Nancy Knight (NK) , Matt Parson (MP) In attendance: Jan Fialkowski, ... Alternative, Light Rail Transit ... the right solution for the corridor. ...

Approaching Strategic Sustainable Materials Management Pia Lindahl

Approaching Strategic Sustainable Materials Management Pia Lindahl

Real Estate WEALTH Magazine with Dave Lindahl

Real Estate WEALTH Magazine with Dave Lindahl

Philosophy Social Criticism 2006 Lindahl 881 901

Philosophy Social Criticism 2006 Lindahl 881 901

Affidavit 1 of Dennis Lindahl (June 9, 2015)

Affidavit 1 of Dennis Lindahl (June 9, 2015)

The Lindahl Group Ham Lake Homes For Sale

The Lindahl Group Ham Lake Homes For Sale

Real Estate Wealth featuring DAVE LINDAHL

Real Estate Wealth featuring DAVE LINDAHL

Copyright © 2006 Arthur V. Hill, ahill@csom.umn.edu Page 1 Professor Arthur V. Hill John & Nancy Lindahl Professor Professor of Operations & Management.

Copyright © 2006 Arthur V. Hill, [email protected] Page 1 Professor Arthur V. Hill John & Nancy Lindahl Professor Professor of Operations & Management.

Final WSC Lindahl Drive Renovation Report

Final WSC Lindahl Drive Renovation Report

David Lindahl-Real Estate Investing Financing Truths

David Lindahl-Real Estate Investing Financing Truths