POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS(PBIS)

“Introduction and Practice in Functional Behavior Assessment

(FBA)” From FBA to BIP

Two Day Series

Part 1.0

1

BEST Expectations:FBA Training Team Norms

Today’s Goal

• Revisit the critical features of universal and targeted PBIS practices and how they inform behavior plans

• Understand the concept of “function” in behavior support planning

• Conduct an FBA/BIP for your student of choice• Plan for finalizing and implementing plan

developed today

Functional Behavior Assessment

Is a process for identifyingthe events that reliably predict

and maintain problem behavior.

Function Based ApproachFocuses on:

Changing environmental factorsinstead of

fixing the person.

It’s about what we as adults will do differently!

How does Functions Based Assessment

fit into your school’sPBIS System?

Six Components of Universal

1. Purpose Statement2. 3-5 Expectations3. System for Teaching

Expectations4. System for Acknowledging

Expectations5. System for Discouraging

Problem Behavior – all referrals should include a query on function

6. Data-based Decision Making

*Monthly as a PBIS Leadership Team

Targeted Interventions• Implement Universal with

Fidelity• SET Evaluation at 80/80• Inventory Existing Targeted

Practices• Develop Check-in/Check-out• FBA- match interventions to

the function of the behavior• Develop Data System to

Support Targeted Interventions

INTENSIVE LEVEL• Establish Intensive Team

and Indentify Intensive Coordinator

• Establish SU Supports for the Intensive Level

• Establish SU and interagency

• Learn about the Intensive Level of PBIS

• FBA/BIP for more complex and more resistant to change behaviors

• Develop Capacity for Wraparound Supports

Examples: Targeted Group Interventions Based on Functions of Behavior

Access Adult Attention/Support: Check-In/Check-Out Adult Mentoring Programs

Access Peer Attention/Support: Social Skills Instruction Peer Mentoring Self-Monitoring with Peer Support (function:

academic task escape) Academic Skills Support

Organization/Homework planning support Homework completion club Tutoring

Interventions with an Evidence Base

Vannest K, Reynolds CR, Kamphaus RW. BASC-2 intervention guide for emotional and behavioral problems. Bloomington, MN: Pearson Assessments; 2009.

F B

A Involves observations of student in natural environments Determine why problems occur Testable explanations The purpose is to get the information necessary to create a successful plan Plans focus primarily on prevention

Assessing predictable relationships between the environment and behavior

only

Flaws with FBA use in public schools (Scott et al., 2005)

• FBA is used mainly as a reactionary approach.– opportunity is lost to utilize FBA technology to develop

interventions that address minor behaviors that usually precede more serious problems.

• FBA is restricted to set of procedures used by “experts”– The rich supply of information from people with whom

the student interacts with the most is lost.• FBA is restricted to rigorous procedures that are unrealistic

for public school settings.– Disincentive for using FBA technology. – Cynicism as to the practicality of FBA .

T Cassano 2011

So who is responsible for conducting the FBA in your

school?

How does someone access this intervention?

Requesting a FBA

• Teachers & school teams should be able to identify the system for requesting assistance

• Teachers should be able to identify who to access assistance from

• The targeted team (EST) will determine when a FBA/BIP referral is necessary based on data

T Cassano 2011

ACTIVITY 1

Review your school’s process for FBA in the workbook

FBA LOGIC MODELSheldon Loman, University of Oregon

School-wide Positive Behavioral Supports

80% of Students

Secondary Group

Supports10-15% of Students

Individualized Supports

5% of Students

Behavior Specialist responsible for 25 FBAs in school of 500

Personnel with “flexible” roles conduct proactive Simple FBA to expand the scope of FBA, prevent intensive problem behaviors, & decrease reliance on specialist.

T Cassano 2011

At the Foundation of FBA are 3 major tenets about behavior

Human behavior is functional

Human behavior is predictable

Human behavior is changeable…?

T Cassano 2011

21

Human behavior is changeable

Design of effective environmental routines

These routines focus on changing the conditions that set up, set off or maintain

problematic behavior

FBA switches the focus from “treatment of within-child pathology” to

In An Effective Environment…Problem behavior is irrelevant, inefficient, ineffective

• Problem behaviors are irrelevant whenChild doesn’t need to escape anymoreChild has access to positive events more commonly

• Problem behaviors are inefficient whenAlternative 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.

22

Functional Assessment of Behavior

“A functional assessment can be done in your head.”

It is a problem solving process that identifies the events that reliably predict and maintain problem behavior.

T Cassano 2011

Students Needing FBA

• Academic/Behavior data indicates challenge(s)

• Chronic Misbehavior• 3-5 Discipline Referrals for Major Behaviors• Frequent Absences• Multiple ISS/OSS• Don’t understand behavior• Other interventions have not been successful

T Cassano 2011

Simple FBA vs. Comprehensive FBA

Simple FBA COMP. FBAWhat Relatively simple and

efficient process to guide behavior support planning

Time-intensive process that also involves archival records review, family-centered planning, and collaboration. May or often includes agencies outside of school

Who School-based personnel (e.g., teachers, special educators, counselors, administrators)

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

T Cassano 2011

Simple FBA vs. Comprehensive FBASimple FBA COMP. FBA

For Students that:Exhibit high frequency behaviors that are not dangerous (e.g., not following directions, not completing work)

Have received interventions that did not improve behavior

Exhibit behaviors that occur in 1 to 2 school routines (e.g., specific classrooms/activities, lunch, recess)

Students that:

Exhibit dangerous behaviors (e.g., hitting, throwing objects, property destruction)

Exhibits behaviors on 3 or more more school routines

T Cassano 2011

Case Study

What is the problem?What is he/she getting out of it or avoidingWhat do you want him/her to do instead?How can you help this happen more often?How will you know if the problem has been resolved?

FBA ProcessD.A.S.H.

Adapted from Sheldon Loman, University of Oregon

1 Define behavior in observable & measurable terms 2 Ask about behavior by interviewing staff & student

-specify routines where & when behaviors occur -summarize where, when, & why behaviors occur

3 See the behavior -observe the behavior during routines specified -observe to verify summary from interviews

4 Hypothesize: a final summary of where, when & why behaviors occur

T Cassano 2011

Behavior is…..

any action which is observable and measurable, and has a distinct onset and offset.

secprevnten

(Challenging Behavior)

What are some of the challenging behaviors you are dealing with

currently in your classroom/school?

Are the behaviors you listed observable?Measurable?

Defined so clearly that a person unfamiliar with the student could recognize the behavior

without any doubts?

T Cassano 2011

KickingKicking

PinchingPinching

CursingCursing

HittingHitting

SpittingSpitting

YellingYelling

DisrespectDisrespect

DefianceDefiance

Off taskOff task

AngerAnger

secprvten

Define Behaviors in Clear TermsVAGUE DESCRIPTIVE

Julia is aggressive Julia hits other students during PE class when she does not get her way

Michael is disruptive Michael blurts out and makes inappropriate comments during classroom discussions

Jenny is hyperactive Jenny leaves her assigned area without permission. Jenny only completes small portions of her work. Jenny blurts out answers without raising her hand.

T Cassano 2011

ACTIVITY 2

Provide an observable and measurabledefinition for the behaviors

listed in your workbook

2. ASK (Gather Information/Data)staff, student, parents about the ABCs

D.A.S.H

T Cassano 2011

Functional (Behavioral Assessment) Behavior Support Plan (F-BSP)

Google search

An interview tool for collecting information about problematic behavior.

For staff, parents and students

T Cassano 2011

Description of the Behavior

Description of Antecedents

Summary of Antecedents

ACTIVITY 3

Pair ShareDiscuss F-BSP Teacher/Staff/Parent

interview for your student.

Only Two Basic FunctionsOnly Two Basic FunctionsProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Adult

Stimulation/Sensory

Peer

Positive Reinforcement

Negative Reinforcement

from Horner & Sugai at www.pbis.org

3. See the behavior (Gather information/data)

D.A.S.H

Behavior Observation FormsABCs

T Cassano 2011

FBA Always start with the behavior

2Antecedent/Trigger:

When _____ happens….

1 Behavior:

the student does (what)__

3Consequence/Outcome

..because (why) ______

T Cassano 2011

T Cassano 2011

ACTIVITY 4

Using the ABC chart in your workbook,document the time, location, duration,

antecedents, behavior and consequences in the following video

clip.

4. Write A Hypothesis/Function Statement

D.A.S.H

All behavior has a function (purpose).At the simplest level, a hypothesis statement

identifies the function of the student’s behavior.

T Cassano 2011

Ex1. Determining FunctionGiven a task, student… 1. Whispers that work is stupid, 2. Writes on papers, 3. Says work is stupid,4. Throws paper in waste basket, & 5. Leaves room.

What is function of behavior? (Test)

Ex2. Given difficult task, student…

1. Says this work is stupid,2. Pokes student at next table,3. Argues with student,4. Tells teacher to butt out,5. Threatens teacher6. Runs away from teacher who chases.

What is function of behavior? (Test)

Creating a Hypothesis Statement

• What is the problem behavior?• Where does it happen?• When does it happen?• What are the consequences?• What is the function?

Anatomy of an Hypothesis Statement“When ______________________________, (summarize the antecedents here)

he/she will _______________________ (summarize the problem behavior here)

in order to _____________________________.”

(summarize the function here)

When asked to participate orally in math class, Shane typically ignores the teacher’s request. If the teacher confronts Shane in front of the

class and continues to direct him to participate, Shane will become highly agitated

and begin to yell at the teacher. These behaviors allow Shane to avoid attention from

his peers.

T Cassano 2011

Have you considered whether there are sensory issues?

Is there a need for a sensory diet?

When Sequoia misses her 12:30 medication & teachers present multiple task demands, she makes negative self-statements & writes profane language on her assignments. Teaching staff typically send her to the office with a discipline referral for being disrespectful.

Setting event Antecedent Behavior Consequence

Misses 12:30medication

Teachersmake

multipletask demands

Sequoia makesnegative self-statements &

writes profanelanguage

Teacher sendsSequoia to

office for beingdisrespectful

What function?Avoid difficult tasks

Setting event Antecedent Behavior Consequence

Caesar isteased severaltimes about his

hair by his friends before

class

His teacherstares at his hair in class

Caesar askshis teacher what she’sstaring at

His teachersends him to

in-school detention

Caesar has dyed his hair three colors & is teased several times by his friends before class. When he enters the class, his teacher stares at his hair. Caesar immediately says “what are you staring at?” His teacher immediately sends him to in-school detention.

What function?Escape adult &peer attention

ACTIVITY 5

In your activity sheet, create a competing pathway and write a hypothesis

statementfor each the following student scenarios.

T Cassano 2011

SCENARIO

JasonDuring independent work time, Jason makes disruptive noises and the teacher responds by redirecting him to work quietly. Jason goes back on task temporarily but continues to interrupt throughout the lesson.

T Cassano 2011

Setting Events Antecedents Behavior Consequences

Behavior Pathway

T Cassano 2011

Adapted from Crone, D.A. and Horner,R.H., 2003

Makes Disruptive Noises

Independent Work

Classroom Teacher Redirection

FUNCTION: Attention

FUNCTION: Attention

SCENARIO

BethWhen the teacher asks Beth to read aloud during literacy class, she curses at the teacher and is sent to the planning room to process with a staff member.

T Cassano 2011

Setting Events Antecedents Behavior Consequences

Behavior Pathway

T Cassano 2011

Adapted from Crone, D.A. and Horner,R.H., 2003

Curses at teacherAsked to Read Aloud

Literacy Class Sent into planning room

FUNCTION: Avoid Difficult Task

FUNCTION: Avoid Difficult Task

SCENARIO

WilliamDuring math class William continually interrupts the teacher making jokes. When redirected by the teacher he calls her a f-ing bleep. After removing himself from the classroom and going in the hallway for 5 minutes, William returns and continues to interrupt the lesson.

T Cassano 2011

Setting Events Antecedents Behavior Consequences

Behavior Pathway

T Cassano 2011

Adapted from Crone, D.A. and Horner, R.H., 2003

Interrupts Teacher/ Making

JokesTeacher

Instruction Math Class

Group Setting

Teacher Redirection

FUNCTION: Attention

FUNCTION: Attention

Setting Events Antecedents Behavior Consequences

Behavior Pathway

T Cassano 2011

Adapted from Crone, D.A. and Horner,R.H., 2003

Calls Teacher a F-ing Bleep

Teacher Redirection

ClassroomRemoves Self from Room

FUNCTION: Avoid Confrontation;

Work

FUNCTION: Avoid Confrontation;

Work

Re-enters Room

Developing a Competing Behavior Pathway

Natural Consequence

Maintaining Consequence

Desired Behavior

Problem Behavior

Alternative Behavior

AntecedentSetting Event

Targeted Routine

Summary Statement: We already have this!!!

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).

Build a Competing Behavior Pathway

Independent class work Does not have

teacher attention

Completestask

Makes noises

Gets verbal praise from

teacher

Raises hand and

asks forhelp or break

Gets help from teacher

ACTIVITY 6

In your packet, complete the Competing Behavior Pathway 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

Part 1.0 Summary

1. The function of behavior should always be considered when selecting interventions for students.

2. Use the F-BSP form to conduct a FBA

3. Functions based problem solving is about changing environmental factors rather than “fixing kids.”

4. The Competing Behavior Pathway is a template that allows your team to see develop a functions based behavior intervention plan.

73

HOMEWORK

Experiment with altering at least one of the intervention strategies under setting events,

antecedents, behavior teaching or consequences.

Write a summary of how the interventions went to bring with you to next week’s workshop.