POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS(PBIS)

“Introduction and Practice in Functional Behavior Assessment

(FBA)” From FBA to BIP

Two Day Series

Part 2.0

1

Welcome Back!!

Today’s Goal• Revisit your school’s targeted plan for

implementing the FBA process • Review critical components of functions based

problem solving approach• Develop a behavior intervention plan based on

the FBA that you have completed• Develop a plan for monitoring progress of

intervention plan• Plan for finalizing and implementing plan

developed today

Take 15 minutesto review your Targeted Team’s process for

conducting a FBA/BIPin your workbook

(Activity 1)

COMPETING PATHWAYS CHART

STUDENT: DATE:

SCHOOL: GRADE: TEACHER:

Related Events (Setting Events)

Antecedent Events

Desired Behavior

Setting Event Strategies Antecedent Strategies Behavior Consequences/Strategies Problem Desired Problem Desired

Alternative Behavior

Maintaining Consequences

Maintaining Consequences

Problem Behavior

INTERVENTION PLAN

Adapted from Sugai, Lewis-Palmer, & Hagan, 1999

Review of Functions Based Assessment

• D.A.S.H• Use team process

• Use Competing Behavior Pathway to build behavior intervention

plan

What do we do with This Information?

Simple Simple FBAFBA

If the team has If the team has confidence in the confidence in the

hypothesishypothesis

Develop/Develop/Implement Implement a Behavior a Behavior

Support Support PlanPlan

If the team does If the team does not have not have

confidence in the confidence in the hypothesishypothesis

Gather Gather More More

InformationInformation

Competing Behavior Pathways

3 Literacy Class

1 Makes noises, taps

pencil2 Independent

Work4 Teacher

assists student

Attention

5 Remains on Task, complete

work tasks independently

Receives positive reinforcement for

staying on task and completing

work.

Desired Behavior

Fundamental Rule!

“You should not propose to reduce a problem behavior without also identifying alternative, desired behaviors person should perform instead of problem behavior” (O’Neill et al., 1997, p. 71).

Competing Behavior Pathways

3 Literacy Class

1 Makes noises, taps

pencil2 Independent

Work4 Teacher

assists student

6 Raises hand when he needs

assistance

Attention

5 Remains on Task, complete

work tasks independently

Receives positive reinforcement for

staying on task and completing

work.

Activity 1

Using the post its on your table, write the setting event, antecedent, behavior,

maintaining consequence, replacement behavior, desired behavior and new maintaining consequence for your team’s student in one of the blank

Competing Behavior Pathways.

Group ShareTell us about your student. What is the…

Observable behavior you chose?Antecedent?

Setting Event?Consequences?

Hypothesis of Function of BehaviorSelected Desire Behavior

Replacement Behavior

Activity 2

With your team, discuss and modify the Competing Behavior Pathway

for your student.(Upper Portion Only)

Group ShareWhich Strategy did you choose to try?

How did it go?Setting Event

Strategies Antecedent Strategies

Teaching Strategies

Consequence Strategies

Eliminate/neutralize

settingevents

Modify or remove triggers to prevent problem behavior

Prompt alternative and/or desired

behavior

Teach alternativethat is more

efficient

Teach desired skills

Add effective reinforcers for alternative and

desired behavior

Minimize reinforcement (“pay-

off”) for problem behavior

Behavior Intervention Program (BIP)

•Two Goals:Reduce problem behaviorsIncrease appropriate behaviors•Make behaviors:IrrelevantInefficientineffective

BEHAVIOR SUPPORTPLANNING

COMPETING PATHWAYS

On Mondays and/or when up all of the

night before.

Daily nongraded quiz on previous night’s

homework

Verbal protests, slumpin chair, walks out of

room.

Avoids doing quiz &homework discussion.

Do quiz withoutcomplaints.

Discussion about answers & homework.

Turn in with name &sit quietly w/o interrupting.

+ Give time to review homework.+ Give quiet time before starting.

+ Give easy “warm-up” task before doing quiz.+ Precorrect behavior options & consequences.

+ With first sign of problem behaviors, remove task, orrequest completion of task next period.+ Remove task based on step in task analysis (STO).+ Provide effective verbal praise & other reinforcers.

Teach options to problem behavior:1. Turn in blank2. Turn in w/ name3. Turn in w/ name & first item done.4. Turn in w/ name & 50% of items done.

Setting Event Strategies

These are structural changes made to the students day or classroom

Alternative ScheduleSitting Near the Teacher

Lunch in the support roomStudent Check In

Early or late entry to class/activity

T Cassano 2011

Antecedent Strategies

Antecedent StrategiesSetting Event

StrategiesManipulate

AntecedentTeach Behavior Alter Consequences

Eliminate or Neutralize Setting Events

Prevent/Modify “Triggers”

Prompts for Alt/Des Behavior

Teach Alternate Behavior

Teach Desired Behavior/ Academic/ Social Skills

Reinforce Alt/Des Behavior

Response to Problem Behavior/ Corrective Feedback

Antecedent strategies are designed to make problem behavior irrelevant by:

1. Eliminating or Modifying antecedents that “trigger” the behaviorAND

2. Prompting alternative/Desired behavior (pre-correction)

Identifying Antecedent Strategies• When asked to read independently at his seat, Ronnie

makes inappropriate noises and makes faces at peers. Based on the FBA data collected, the team agreed that the function of Ronnie’s behavior is to obtain peer attention.

• Which is the best antecedent modifying strategy? • Provide student with an easier reading assignment • Remind student of expectations related to respectful behavior• Allow student to wear headphones during independent reading• Ask student to work quietly 1:1 with a ‘reading buddy’• Have student check in with the teacher at the beginning of

class

Addresses: 1.Antecedent? Function?

Identifying Antecedent Strategies• When Pam is asked to work on long-division problems

in math class, she argues, refuses to work, and uses profanity to avoid/escape the difficult task.

• Which is the best antecedent modifying strategy to prevent problem behavior? Why or Why Not? • Move student’s seat closer to the teacher • Give student more time to complete the difficult tasks • Give student an easier math assignment she can be successful

with • Warn student she will be sent to office for using profanity• Allow student to practice long-division on the computer

Consequence Strategies

Setting Event Strategies

Manipulate Antecedent

Prevent problem & prompt

alternate/desired behavior

Teach Behavior Explicitly Teach

Alternative & Desired Behaviors

Alter Consequences Reinforce alternate &

desired behavior & extinguish negative

behavior

Eliminate or Neutralize Setting Events

Modify/Prevent “Triggers”

Prompt Alt/Desired Behavior

Teach Alternate Behavior

Teach Desired Behavior/ Academic/ Social Skills

Reinforce Alt/Des Behavior

Response to Problem Behavior

- Redirection

-Extinction

Consequence strategies help make problem behavior ineffective by:

Reinforcing appropriate behaviors

AND…

Minimizing reinforcement for problem behavior

Only Two Basic FunctionsOnly Two Basic FunctionsProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

Social Tangible/Activity

Adult

Stimulation/Sensory

Peer

Positive Reinforcement

Negative Reinforcement

from Horner & Sugai at www.pbis.org

Reinforcing Alternative and Desired Behavior

Consequences: Reinforcing the Alternative Behavior

• It is extremely important that the alternative behavior is reinforced:– Immediately– Consistentlyand…– Results in the same type of reinforcement as the problem

behavior (serves the same function)

• This is necessary for the alternative behavior to successfully compete with the problem behavior.

• In other words, the problem behavior cannot happen if the student is exhibiting the desired behavior…they can’t happen at the same time!

Identifying Consequence Strategies: Reinforcing Alternative/Desired Behavior

• During independent seatwork, Ronnie makes inappropriate noises and makes faces at peers. The function of Ronnie’s behavior is to obtain peer attention.

Which are the best reinforcement strategies?

• Student is allowed to sit by a preferred peer for 15 minutes, if he is quiet and on task during seatwork every day for a week

• Student will receive a “free homework pass” if he has no problem behavior during independent seatwork

• When student is on task with no problem behavior for 15 minutes, he will be allowed to sit at back table and read with a peer

• Student receives frequent teacher praise for staying on task

• Student is allowed to work with a peer when asks appropriately

Function?

Reasonable expectations?

Identifying Consequence Strategies: Reinforcing Alternative/Desired Behavior

• During independent reading time in language arts, Audrey makes noises, talks out, and walks around the room. The FBA has shown that this behavior is maintained by adult attention.

Which are the best reinforcement strategies? Why or Why Not?

• Student can play a game with the teacher if she works quietly (no more than 2 talk-outs) during independent reading

• Student is allowed to work with a peer when she has been quiet for 15 minutes

• Student receives help from teacher if asks appropriately

• Student can eat lunch with the teacher if no talk-outs for one month

• Student earns a homework pass for on-task behavior

Consequences: Responding to Problem Behavior

• Responses to Problem Behavior should focus on two things:

#1. Redirecting to the Alternative Behavior

#2. Extinction of the Problem Behavior

Responding to Problem Behavior: Redirection

• At the earliest signs of problem behavior, quickly redirect to the alternative behavior

Example:• During independent work, Annie often talks out to

get teacher attention. If ignored, Annie will begin yelling and knocking materials off her desk. – When Annie first starts talking out, her teacher will

immediately remind her how to appropriately get adult attention and will praise Annie’s use of the alternative behavior.

Responding to Problem Behavior: Extinction

• Do NOT allow the problem behavior to “work” or “pay off” for the student.

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

• But… make sure student is capable of doing work… or provide support/instruction so student can complete the work

• Eliminate/minimize the amount of attention for engaging in problem behavior

• Limit verbal interactions/explanations • Create a signal to cue the student to use the alternative behavior

instead

** Note: extinction should ALWAYS be combined with frequent reinforcers for alternative/desired behavior.

Example: • Darci engages in problem behavior that results in peer

attention.– Darci’s peers will receive “Panther Paws” for ignoring her

inappropriate behavior.

• Darci will also be learning how to interact (and provided frequent opportunities to practice interacting) with peers appropriately and will earn time with peers for alternative/desired behavior.

Responding to Problem Behavior: Extinction

Teaching Strategies

These are the skills the student will need to be taught to do

*How to ask for a break using break card*How to monitor his/her progress with a point

sheet*How to engage in appropriate conversations

with peers during small group counseling

T Cassano 2011

Activity 3

Use the post its on your table to come up with 1 setting strategy, 1 antecedent

strategy, 1 behavior teaching strategy and 1 consequence strategy and place them on the appropriate chart paper.

ACTIVITY 4

In your packet, complete the lower portion (initial intervention plan)

for your student.

COMPETING PATHWAYS CHART

STUDENT: DATE:

SCHOOL: GRADE: TEACHER:

Related Events (Setting Events)

Antecedent Events

Desired Behavior

Setting Event Strategies Antecedent Strategies Behavior Consequences/Strategies Problem Desired Problem Desired

Alternative Behavior

Maintaining Consequences

Maintaining Consequences

Problem Behavior

INTERVENTION PLAN

Adapted from Sugai, Lewis-Palmer, & Hagan, 1999

Building Behavior Support Plans

• Step 1: Develop Competing Behavior Pathway• Step 2: Identify and Select Behavior Support

Strategies• Step 3: Develop Implementation Plan• Step 4: Develop Evaluation Plan

Progress Monitoring in Data collection systems

• Identify the skills to be addressed within the specialized instruction and choose an appropriate program/approach

• Either select or develop a data collection tool which aligns with the focus of the goals/objectives - develop a file of templates for data collection for future use

• Use a data sheet that is set up to take data efficiently and

clearly - checklists/tallies- with correct measurement that aligns with the language of the goal/objectives

ACTIVITY 5

Discuss with your team a plan for progressmonitoring your student/case study

Next Steps

Required more data collection-Teacher/Parent/Student Interviews

-More Behavior Observations-File Review

-Office Discipline Referrals-Grades

-Test Scores

*Complete the F-BSP

Thanks and

• Think about coaching needs back home and try to arrange for at least one on-site coaching visit with one of us with your team back home during an actual FBA/BIP