Session 12 & 17 Complex Functional Behavioral Assessment/ Behavior Intervention Planning Heather...

Session 12 & 17

Complex Functional Behavioral Assessment/

Behavior Intervention Planning

Heather Peshak George, Ph.D.University of South Florida – Tampa Bay

August 17-18, 2010WI PBIS Network: Coaches Training – Stevens Point, WI 1

Agenda

– Overview of Behavior Principles• Functional Behavior Assessment

– Data Basics– Levels of Positive Behavior Support– ERASE (Liaupsin, Scott, & Nelson)– Prevent-Teach-Reinforce (PTR)

2

Objectives

• Participants will:– Describe behavioral principles underlying

functional assessment of problem behavior– Identify measures for baseline data gathering

and progress monitoring– Compare and contrast secondary and tertiary

behavior support models– Identify key factors that impact intervention

effectiveness– Apply an individualized PBS model

3

What Would You Do If…?

• Paul: Shouts profanities and throws things

• Kevin: Refuses to respond and turns away from the teacher

• Jenny: Stomps out of class without permission

4

Traditional Approaches to Dealing With Difficult Behavior

• Punishment

• Exclusion

• Counseling

5

The Problem

• The child IS the problem so fix him/her– Punish the child to teach a lesson – We hope the problem will go away…Does it?– Who benefits the most from this approach?

• The child HAS a problem so fix it– Change the environment– Teach new skills – Problem less likely to occur

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Comparison of Traditional Behavior Intervention Plans and Positive Behavior

Intervention Plans• Traditional BIP:

– Focuses on the student needing to be changed

– Eliminating undesirable behavior is the goal

– Uses mostly reactive strategies (consequence-based)

– Usually includes punitive interventions

• Positive BIP:– Focuses on the

context/environment– Goal is to replace problem

behavior with a functionally equivalent behavior or skill

– Uses multi-component interventions

• Preventative• Replacement behavior• Responding/

Reinforcement

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Given 60 seconds, use 4 straight lines to connect all of the dots without lifting your pen

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A box to think outside of:

Child

9

Child

There are many other boxes to explore

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Principles of Behavior

Behavior

• Anything we say or do

• Much easier to change things we can observe

• Think about whether you can see or hear it

• What about thoughts? Intentions?– Best not to focus on these as becomes more

of a guessing game

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How are Behaviors Learned?

Stimulus/Antecedent (Sd)

Behavior Consequences/ Reinforcement

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Increasing Behaviors

• 2 Categories of Reinforcement– Positive

• Addition of pleasant stimulus after behavior• Example: getting a popsicle when you say “popsicle”• School examples: verbal praise, earning points, stickers ,

stars, access to preferred activities…..

– Negative• Removal of unpleasant stimulus when target (desired)

behavior occurs• Examples: Seat-belt buzzer, erasing name from the board,

completing work to keep from sitting out of recess, allowing escape from work contingent upon completion of tasks….

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Decreasing Behaviors

• Punisher– Addition of an unpleasant stimulus after behavior that

decreases the likelihood that behavior will be performed in the future

– If the behavior does not decrease as a result of the response, that response is NOT a punisher!!!! (even if it is an unpleasant stimulus)

• Example: Suspending a student who does not want to be in class or school—Is suspension a punishment or a reinforcer?

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Use of “Punishment”

• Must ensure fit with the function of behavior– If behavior is to escape, then expulsion, suspension,

time-out, or send to principal or behavior specialist does NOT fit (and will not be effective in decreasing the student’s problem behavior)

– If behavior is to get attention, do not send them to the counselor, social worker, or behavior specialist if s/he is going to talk to or calm them

• What happens in the main office, the behavior specialists’ or counselors’ office at your school?

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Functional Behavior Assessment Process

Function and Context

• People behave for a reason – this is “function”• Does he/she get something?

• Tangibles, attention, stimulation, people, etc.

• Does he/she avoid or escape something?• People, activities, embarrassment, tasks, etc.

• Context• Things in the environment (items,

persons, actions, events) affect the likelihood of a behavior

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Functional Behavior Assessment

• Purpose:– Assess behavior in relation to environmental

contexts (antecedents and consequences)– To identify the function(s) maintaining problem

behavior– To guide the development of an

individualized, data-based behavior support plan

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Functional Behavior Assessment

• More than just paperwork to meet IDEA• More than just a step before a diagnosis or

placement change is made• An ongoing process, not an event• Is a tool to:

– Change the environment to make behavior less likely

– Teach the student new skills – Set the student up for success

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The FBA Process

1. Identify and define problem behavior

2. Identify patterns of problem (and appropriate) behavior-- antecedent and consequent events

3. Identify the function of behavior—hypothesis

4. Develop an intervention plan

5. Monitor the effectiveness of the intervention

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Identify Problem Behavior

• The definition needs to be operationalized– Observable– Measurable– Accurate– Detailed

• Can you hear it, see it?

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Define Problem Behavior

• Non-Examples– Tantrum

– Hyperactive

– Angry

– Aggressive

• Examples– Screams, falls to floor, pounds

fists on the floor

– Jumps out of chair w/o permission; shouts responses

– Throws materials on the floor when asked to do math tasks

– Punches peers on their body with his fists

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Identifying Patterns: Methods To Collect FBA Data

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Functional Behavior Assessment/Gathering Information

• Indirect– Record Review– Interviewing—PTR Assessment– Checklists—ERASE/PTR Assessment

• Direct– Scatter plots– ABC Data Collection—ABC Card

• Select best ways to gather information about operationalized behavior

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The ABCs of Behavior

• A = Antecedent

• B = Behavior

• C = Consequence26

ABC Analysis

• Antecedent:• What happens immediately before the

behavior?

• Behavior:• The actions of the student

• Consequence:• What happens immediately after the behavior?

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ABCABC

BehaviorAntecedent Consequence

Medical & PhysiologicalEnvironmental

Curricular & InstructionalInteractional

Personal & Control Issues

What a Person Says or Does

Social/attentionTangible Escape/avoidanceSensory/intrinsic

Under what circumstances does behavior occur?What outcomes are produced?

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Activity

• As a group, determine the function of behavior for the next two students

• Answer using your hands (appropriately): – Right hand up: Escape– Left hand up: Attention– Both hands up: Sensory– Both hands down: I am not paying attention

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A B C

Activity: ABC Analysis

All things that happen just before behavior

The student’s behavior All things that happen just after behavior

John fights with his girlfriend before school.

The teacher asks him to do an independent writing

assignment.

John stares at his paper, gets up, kicks the desk, and stomps out of the

classroom

Teacher tells John to stop and get back to his seat. She

writes a referral to the office. John is suspended for 3

days.

JOHN LEAVES CLASS WITHOUT PERMISSION – WHY?

NAME THAT FUNCTION!Possible Function of John’s Leaving Class Behavior:

WHEN JOHN IS ASKED TO DO A NON-PREFERRED INDEPENDENT ASSIGNMENT REQIRING WRITING, HE WILL LEAVE CLASS TO

AVOID DOING THE WORK. THE BEHAVIOR IS MORE LIKELY TO OCCUR WHEN HE HAS A FIGHT WITH HIS GIRLFRIEND.

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A B C

Activity: ABC Analysis

All things that happen just before behavior

The student’s behavior All things that happen just after behavior

Susan calls Brenda a “creep face” and

laughs at her

Brenda punches Susan on the arm

Susan stops laughing and walks away

BRENDA HITS OTHER STUDENTS - WHY?

NAME THAT FUNCTION!Possible Function of Brenda’s Hitting Behavior:

WHEN OTHER STUDENTS CALL HER NAMES AND LAUGH AT HER, BRENDA HITS THEM BECAUSE IT MAKES THEM GO AWAY

(ESCAPE)31

Antecedents(Before Behavior)

• Two types– Slow trigger (setting events)

• Removed in time from the occurrence of behavior

– Fast trigger (immediate antecedent)• Events happen immediately before the problem

behavior

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Antecedents: Slow Triggers

• May happen in or out of the classroom

• Are conditions that increase the likelihood behavior will occur

– oversleeping– no breakfast– forgotten medication– conflict with . . .

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Antecedents: Fast Triggers

• Examples– Assignment to easy/difficult– Teasing– Teacher attending to another student

• May be consistent– Anytime someone asks student to open book

• May only occur when specific event occurs– Only when Ms. Jones asks student to open

book

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Consequences of Behavior

• Responses and/or events occurring after problem behavior– What is the pay-off?– What does the student get?– What does the student avoid?

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NAME THAT FUNCTION!

Using Data to Develop a Hypothesis:

Your Best Guess

What is a Hypothesis Statement?

• A hypothesis statement is:– an informed, assessment-based explanation

of the target behavior

– an informed “best” guess about the relation between environmental events or conditions and student’s target behavior

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Hypothesis Development

• Formula– When (trigger/antecedent/setting event)

occurs….– the student does (describe behavior)…– to (obtain or escape or avoid)…..(function)

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Hypothesis Statement: Example

• After Chris visits his brother in jail (setting event/slow trigger) and he is asked to complete a task independently (antecedent/fast trigger), Chris shuts his book and puts his head down (behavior) so that the teacher comes over and talks to him and he gets attention (function).

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Activity

• Are These Hypotheses Complete?

• Right hand up: NO!

• Both hands up: YES!

• Both hands down: I am not paying attention

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Are These Hypotheses Complete?

1. Lisa becomes aggressive when she is angry.

2. Bob acts out to avoid having to go to work in his supported employment program.

3. Joseph exhibits self-injurious behavior because he has autism.

4. Louis brings his cigarette lighter to school to avoid demand situations.

5. Kristy is more likely to draw on the desk when she is required to participate in independent work for extended periods of time in order to gain teacher attention.

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Using the Data-Based Hypothesis to Develop a

Behavior Intervention Plan

Behavior Intervention Plan

• The intervention plan is a plan that:– is developed for a specific student

– addresses specific challenging behavior(s)

– provides enough detail for anyone to implement

• The intervention plan is not – a general behavior plan

– a list of suggestions

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Selecting Interventions

• Select interventions that will make problem behavior:

– Irrelevant—Antecedent or Prevent Interventions• Changes to the environment (the triggers) so that problem

behavior is not necessary

– Inefficient—Replacement Behaviors or Teach• New behavior is easier and results in a faster outcome than

the problem behavior

– Ineffective—Responding to Behavior or Reinforce• Responding so that new behavior has the same outcome as

problem behavior but greater than problem behavior

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Replacement Behaviors• Replacement behaviors are what we want the

student to do instead of the problem behavior

• Effective replacement behavior must: – Be incompatible with the problem behavior

– Serve the same function as the problem

REPLACEMENT

Behavior

FUNCTION

Problem Behavior

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Two Types ofReplacement Behaviors

• Functionally equivalent – More appropriate way to get the same outcome – Not the expected or desired behavior– Intermediary behavior that will be faded– Asking for a break, brain break pass, secret signal for

attention, work check pass, tardy pass, requesting cool off or calming strategy

• Desired, prosocial – Behavior expected of the student to get the same or

different outcome– Raising hand, asking for item, completing assignment,

coming to class on time, transitioning

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Activity:Identify Replacement Behaviors

• For each behavior listed in the table: 1. Identify one functionally equivalent,

intermediary behavior

2. Identify one desired, expected behavior

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Identify Replacement BehaviorsProblem Behavior

Function Replacement Behavior

Refusing to transition to next activity in class

Delaying/avoiding transition

Refusing to answer in front of peers

Escape peer attention or embarrassment

Leaving class without permission

Escape boring (repetitive) tasks

Shouting cuss words at adults and peers

Get peer’s attention and respect for being a “bad a_ _”

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Identify Replacement BehaviorsProblem Behavior Function Replacement

Behavior


Delay/avoid transition R: Request short delay of transition

r: Transition to next activity







50







R: Cue/pass to not answer

R: Answer question





51









R: Request break

r: Stay in class and work on task



52











R: Ask for attention

r: Get peer’s attention for completing work

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Use the Pathway!

Setting EventTriggeringEvent or

Antecedent

Problem Behavior

MaintainingConsequence

THE FUNCTION“Get something”“Get away from

Something”

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BEHAVIOR SUPPORTPLANNING

COMPETING PATHWAYS

Neutralize/eliminate

settingevents

Add relevant & remove irrelevanttriggers

Teach alternative

that is moreefficient

Add effective & & removeineffectivereinforcers

BEHAVIOR INTERVENTION PLANNING

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“Sam”• Kindergarten

• Aggressive with peers, not participating in activities or following routines, difficulty focusing on any activity

ECC program red flagged him due to behavior and lack of academic progress

DCFS involved57

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehaviorConflict at home:

mornings whennot organized for school, not sure who will take Sam

to school

morning activity when teacher

requests that he sit on chair or

carpet for structured

activity

Does not join activity

walks around the classroom,

poking and pushing kids

gives a time out to calm down

misses activities

DesiredAlternative

TypicalConsequence

Coupons,praise

Follow routines

SummaryStatement

Walk to a designatedarea of classroom

ReplacementBehaviors

Function

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Setting EventManipulations

AntecedentManipulations

ConsequenceManipulations

BehaviorManipulations

•Teach how to quietly walk to a designated area of the room

•Teach how to sit and complete tasks for 5minutes up to 10 minutes

•Walk with “responsible” 4th grade cousin to school.

•CICO modified (new adult and more specific goals)

•Re-teach expected behavior for all classroom settings

Additional rating periods for expectations

•Individualized positive greeting by teacher in the morning

•Points/coupons when participates in activities or quietly goes to his “area”

•Does not earn points if puts hands on students

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Moving from Brief FBA/BIP to Complex FBA/BIP

• Team developing plan became more individualized

• Additional data tool used—Educational Information Tool

• BIP strategies applied in multiple settings (home and school).

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Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehaviorConflict at

home: problem behavior at

home before school

Structured academic

tasks

Does not complete work, throws things,

laughs, disturbing

others

Teacher walks over, talks to him and helps him get

on task

DesiredAlternative

TypicalConsequence

Coupons,praise

Follow routinesSummaryStatement

Ask teacher for help

ReplacementBehaviors

Function

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Setting EventManipulations

AntecedentManipulations

ConsequenceManipulations

BehaviorManipulations

• Teach how to ask for help

•Teach how to work in close proximity to peers --sharing supplies and asking for help from peers

Cousin involved in CICO process(more encouragement, helping to get DPR home for guardian to see)

Guardian uses similar features of CICO at home, teaching, prompting, points

•More re-teaching for whole class, how to quietly work

Higher rates of praise during activities

•Use timer so all kids could see how much time they had for activity

•Points earn extra playtime of choice at end of class

•Planned ignoring of problem behavior

•Reward at home when earns DPR points

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Self Check for Designing Support Plans

• Prevention Strategies

1. Does the plan include changes to the antecedents (triggers) so that problem behavior is not needed?

2. Does the plan include steps to decrease the effects of setting events (distant triggers)?

3. Does the plan include modifications to make desired behaviors more likely?

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• Teaching Strategies

1. Do the replacement behavior serve the same function as the problem behavior?

2. Is the replacement behavior more efficient and effective than problem behavior?

3. Is there a plan for teaching the skills to the student?

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• Reinforcement Strategies

1. Does the plan include consequence strategies for (a) strengthening the replacement skills and (b) reducing the payoff for problem behavior (think about the function)?

2. Do consequences for replacement behaviors produce outcomes that are more effective & efficient than the problem behavior?

3. If an intermediary replacement behavior is used, is the reinforcer for the desired/expected behavior greater than and more effective than the reinforcer for the replacement behavior?


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Evaluation: Baseline Data Gathering and Progress Monitoring

Baseline Data

• Must have a method to collect data prior to start of intervention– Must track problem behavior– Should track appropriate behavior or what you

want the student to be doing instead

• Need a minimum of 5 days of data prior to intervention

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Progress Monitoring

• Continue collecting data daily after intervention implemented

• Need to use same method of data collection

• May need to add specific replacement behavior to data collection

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Developing Measurement Plan

• Identify outcomes most important to the team

• Keep It Simple--“KIS it” – Simple, user-friendly forms to monitor outcomes– Rating scales, check sheets

• Schedule dates for check-ins

• Use the data!!– Evaluate the effectiveness of the support plan at

least weekly

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Data Collection Methods

• Event recording• Rate measures• Partial/Whole interval• Time sampling• Latency• Duration• Task analytic• Perceptual

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The Behavior Rating Scale

• A rating of the recorder’s perception of the occurrence of behavior– Extremely effective in getting data– Time efficient– Measure of change in behavior

• Completed as a whole day measure or during specific times of the day

• Recorder scores on a scale of 1 to 5 that is defined for each behavior

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Behavior Rating Scale

Behavior Date

Hitting 8 or more6-7 times4-5 times2-3 times0-1 times

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Profanity 16 or more times12-15 times

8-11 times4-7 times0-3 times

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Requesting Attention/

Assistance

55% or more40-55%25-40%10-25%0-10%

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Rate the problem behavior: 0=no problems, 1 = stayed in class and worked on task with one reminder prompt, 2= stood up from desk; sat back down; delayed start of assignment; 3= left class

Data Gathering Measure—Jack (Leaving Class W/O PermissionWeek of _____________

Monday Tuesday Wednesday Thursday Friday

English 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3

Pre-Algebra 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3

World History 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3

Computer Lab

0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3

Study Lab 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3

Average Score

Average Score:

3

Average Score:

2.2

Average Score:

1.4

Average Score:

1.4

Average Score:

.8

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Monday Tuesday Wednesday Thursday Friday Saturday

4 4 4 4 4 4

3 3 3 3 3 3

2 2 2 2 2 2

1 1 1 1 1 1

Ben’s Playtime

4=Laughing, stayed 3=Cooperated, stayed briefly

2=Fussed, took several turns 1= Cried, refused to play

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Team-Driven Process

Importance ofTeam-Driven Actions

• Greater likelihood of teacher buy-in• Greater likelihood of intervention

implementation• Problem-solving process becomes broader• Teacher ownership of “problem” increases• Relationship with facilitator and impact on

intervention acceptance– Must be collaborative– Cannot come in and tell teacher what to do

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Behavior Support Team

• A collaborative group of individuals who assess and develop individualized, proactive, continuing supports– Information Gathering– Hypothesis Development– Creation of the Support Plan– Implementation of Interventions

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Membership onBehavior Support Teams

• People who know the focus student well and have a vested interest

• People who know supports and resources (and methods of accessing them), as well as potential barriers

• Members to allocate personnel and fiscal resources

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A Tiered Approach to Meeting Individual Student

Needs

Individualized PBS (Tertiary)

• For high-risk students:– History of severe

problem behaviors

– Demonstrated resistance to intervention

– An intensive system of support is needed

~15%

~ 80% of Students

~5%

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Which Students Need PBIS?• Address Individual level PBIS if:

– One or more students receive many referrals – One or more students exhibits severe or

dangerous behavior– School-wide screenings and teacher referrals

identify students with problem behavior– School-wide, classroom, or targeted group

interventions have not resulted in improved behavior for one or more students

– Students in ESE settings with persistent or violent behavior who may not generate office referrals

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Office Discipline Referrals

0

4

8

12

16

20

24

28

32

36

40

Num

ber

of

Offi

ce R

efe

rrals

Student

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Why ODRs May Not Be Enough

• May miss students in ESE settings with persistent or violent behavior who may not generate office referrals

• May not identify students with severe “internalizing” behaviors

• May not identify students with many “minors” but few “majors”

• May not reflect that some teachers write referrals and others do not

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Other Ways toIdentify Students

• Behavior screenings– 1-2 times per year teachers “nominate” and

rank students– Teachers complete validated rating scale

(CBCL-TRS or SSBD)

• Teacher referrals– Identify concern– Prioritize within classroom

• Must have a process to prioritize identified students 84

Activity:Student Referral Process

• What is the process in your school?– What form? Where do you submit it?

– When does support occur?

– Who is involved?

– How are student needs prioritized?

– How is your SWPBS process and team involved? Are you working smarter or harder?

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Conceptualizing an Arrayof PBIS Supports

Scott, 2001

Universal/Primary School-Wide Assessment

School-Wide Prevention SystemsClassroom Interventions

• Targeted/

Secondary

• Tertiary (Intensive

)

AnalyzeStudent Data

Interviews,

Questionnaires, etc.

Observations and ABC Analysis

Multi-Disciplinary Assessment & Analysis

Simple Student Interventions (ERASE)

Group Interventions

Complex Individualized Interventions (PTR)

Team-Based Wraparound Interventions

Inte

rven

tionAssessm

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Principles of Practice

• Levels of support range from simple classroom consultation to intensive wrap-around plans

• All levels include data collection and functional behavior assessment

• All levels match interventions to functions of behavior and the school’s context

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How to Make PBIS Work

• Be pragmatic– Effectively and efficiently match your

resources to the complexity of the behavior problem

• Serious/complex behavior problems = additional resources and approaches

• Less intensive behavior problems = fewer resources

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System Changes to Consider

• System for submitting a request for assistance– Form, to whom, where, what information is needed?– System for prioritizing students

• Identify who will facilitate teams• System for notifying other team members• Identify a set a time period until a baseline data

meeting• Identify a set time period until intervention

meeting 89

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Purpose of P-T-R

• To provide schools with a standardized, easy-to-use model with which to apply research-based, behavioral strategies for addressing the most serious problem behaviors of students.– For all students with serious problem behaviors

--- special education, general education.– Intended for pre-K through high school, however

research has just been conducted in grades K-8

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PTR Model

• Research-based Practices– Assessment and Intervention

• Team-driven decision-making• Steps are scripted as much as possible• Each step ends with self-evaluation

(checklist)• Selection of interventions is menu-driven• Entire process is manualized

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The PTR 5-Step Process

1) Developing a Team

2) Establishing clear goals (short and long term)

3) Functional Assessment

4) Designing and Implementing a Behavior Intervention Plan

5) Evaluation (ongoing) and Revision (as necessary)

Step 1:Overview Team Building

• Team Development– Include:

• Teacher who has the child for the majority of the day; • Special educator if the child receives part-time services in

special education;• Behavior specialist who has expertise in functional

assessment and behavior analysis; and • Others, such as family members, paraprofessionals,

special area teachers.

• Team function– Roles and Responsibilities– Behaviors and Commitment

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Step 1: Team BuildingEnsuring a Successful Team

• What information does the team need to address to ensure a successful BIP process? – Teacher/Therapist Work Style Survey– Paraeducator Work Style Survey– Classroom Team Survey

• A collaborative process– Teacher and facilitator relationship

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Step 1: Team BuildingIssues to Address

• Are there others who need to be a part of the team?

• Identify the roles and responsibilities of each team member

• Identify a consensus-making process

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Case Study—Step 1: Team Building

• Mike is a 9-year-old male in a self-contained autism classroom

• Nonverbal—uses signs, Dynamite, and pictures to communicate

• 1 teacher, 2 aides, and 6 students

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Case Study—Step 1: Team Building

• Teacher-- Ms. Wonderful

• Aides– Ms. Needs Help– Ms. Also Needs Help

• Facilitator—PTR Consultant

• Results of teaming information indicate a great team that meets regularly to brainstorm

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Step 2: Overview Goal Setting

• Team engages in a process for identifying problem behavior and possible replacement behaviors to target in 3 areas:– Academic

– Social

– Behavior

• Team defines short term goals in operational and measurable terms

• Team prioritizes short term goals and develops a baseline data collection system

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Step 2: Goal SettingIdentifying Behavioral Goals

• Address school-based events that can be changed within the school year– Problem Behaviors & Replacement Behaviors

• Leaving class without permission• Remaining in class throughout the period and/or

requesting a break– Social Deficits & Social Skills

• Using profanity when mad at peers & adults• Expressing frustrations and needs appropriately

– Academic Behavior & Pro-Academic Skills• Not finishing work/completing work independently• Disengaged/Engaged during independent work time

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Step 2: Goal SettingIdentifying Behavioral Goals

Behavior Social Academic

Broad The broad skill or outcome the student needs to learn (e.g., communicate wants/needs, initiate peer interactions, task engagement)

Decrease What the student is doing now that is keeping him/her from meeting the broad goal

Increase The more specific behavior the student should engage in to meet the broad goal

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Case Study—Step 2: Goal SettingD

ecre

ase

Incr

ease

Bro

ad

Mike will communicate his wants and needs appropriately

Mike will interact with peers appropriately

Mike will comply with nonpreferred activities and requests

Mike will decrease screaming, hitting, and getting out of his seat

Mike will decrease hitting, screaming at, and bossing his peers

Mike will decrease screaming and hitting

Mike will ask for a break or for attention when needed

Mike will initiate peer interactions using his Dynamite

Mike will engage in nonpreferred activities and communicate his frustration using his Dynamite or an appropriate tone

Behavior Social Academic

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Step 2: Identify Baseline Data Collection System

• Baseline data gathering– Identify no more than 3 problem behaviors of

concern and the skills to replace (increase) – Operationally define all targeted behaviors– Identify how and when data will be collected– Need at least 5 days of baseline data

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Case Study: Operational Definitions of Problem and Replacement Behaviors

• Screaming—loud, high pitched noise heard outside the classroom

• Hitting—anytime Mike touches peers or adults with an open hand, fist, foot, or object while screaming or protesting

• Expressing Frustration—using Dynamite, pictures, or signs to ask for a break or attention

• Transition to nonpreferred activities—moving to nonpreferred activity and engaging with appropriate verbal expression (screaming level)

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Case Study: Behavior Rating Scale With AnchorsBehavior Date

Screaming 9+ times7-8 times5-6 times3-4 times0-2 times

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Hitting 8+ times6-7 times4-5 times2-3 times

0-1 times

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Expressing Frustration

40%+30-40%20-30%10-20%

0-10%

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Transition to Nonpreferred

Whimper or squealLouder than indoor voice

Outdoor play voiceLouder than outdoor play

Ear penetrating

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Using the Behavior Rating Scale (BRS)

• Perceptual rating

• Behavior recorded at least once daily– May be specific to a setting, activity, time of

day– May be whole day– May be combination of both

• Use anchors on a scale of 1-5

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Determining the Anchors on the BRS

• Behavior can be measured using– Frequency (times per day)– Duration (hours, minutes, seconds)– Intensity (how hard, how loud, bruise, etc.)– Percent of day– Percent of occurrence– Percent of opportunity

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Questions to Guide the BRS

• What is the behavior like on a typical day?

• What is the goal you would like to reach within the next 3 months, school year, etc?

• What is more important to you: – how loud it is or how long?– how hard it is or how often?

• Is the number of times the skill can be used the same each day?

108

Step 3: Overview PTR Assessment (FBA)

• PTR Assessment (FBA)– Each team member independently answers a series

of questions related to:• Observed antecedents/triggers of problem

behaviors• Functions of the problem behaviors• Consequences ordinarily associated with the

problem behaviors

– Synthesized input leads logically to development of three intervention components (prevent, teach, reinforce)

109

Step 3: PTR AssessmentThe Assessment Summary Table

• All responders’ answers reflected on summary table• Group/organize responses into similar categories

– Prevent• Specific subjects, information about curriculum• Transitions (within and to/from classroom)• Unstructured times (e.g., centers, recess, free play)• Setting events/slow triggers (e.g., temperature, meds, sleep, illness)

– Teach—Functions • Attention seeking• Escape• Access to items/people

– Reinforce• Consequences resulting in attention, access, and/or avoidance

• Identify questions that need answers

110

Case Study—Step 3: PTR AssessmentProblem Behavior

Prevention Data Teach Data Reinforce Data

Non-preferred taskReading, Math

TransitionPreferred to

non-preferredChange in schedule

Denied item, told no, or to fix

somethingOther students upset/madTeacher attending to others

Gain attentionPeers, adults

Delay

Access to items

RedirectedReprimandedCalm/soothe

Personal

spaceLater must

complete task

Loses/delays

reinforcers

Scr

eam

ing,

Hitt

ing

111

Case Study—Step 3: PTR AssessmentAppropriate Behavior

Prevention Data Teach Data Reinforce Data

Independent workOne-on-one

attentionSpecials

Peer interactionGetting attentionRaising handSharing attentionConversation skillsTaking turnsWaitingSelf-managementAsking for breakExpressing emotions

Treasure boxMovieAttentionHelping teacherGoing to media

centerGoing outsideWalkFood

Pro

soci

al

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Step 3: PTR Assessment—Developing the Hypothesis

When…. Student will….

As a result…

Inappropriate Behavior

Appropriate Behavior

• Prevention data = antecedents or triggers

• Teach data = replacement behavior and possible function

• Reinforce data = function and reinforcers

Case Study—Step 3: PTR Assessment Possible Hypotheses

When…. Student will…. As a result…

Mike is asked to complete non-preferred task (Reading, Math), stop preferred activity or transition to nonpreferred activity, fix an error, or when teacher attending to other students

scream and hit Mike is able to gain attention and delay the transition/activity

Mike is asked to complete non-preferred task (Reading, Math), stop preferred activity or transition to non-preferred activity, fix an error, or when teacher attending to other students

express his frustrations appropriately

complete the assigned task

Mike is able to delay the transition/activity

Mike is able to gain attention

Inap

prop

riate

App

ropr

iate

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Step 4: Overview of PTR Intervention

• Team identifies appropriate interventions for each component (prevent-teach-reinforce) from a menu of options

• Behavior intervention plan developed

• Consultant provides training and on-site assistance for final interventions agreed upon

• Fidelity of implementation is tracked

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Step 4: PTR Interventions List of Activities to Address

• Review Intervention Checklist• Discuss interventions selected

– Do they match the function?– Can they be done in the classroom?– Do they match the context of the classroom?

• Describe how interventions will look in teacher’s classroom (develop the BIP)

• Discuss training• Discuss in-class coaching/technical assistance• Discuss fidelity

116

Step 4: PTR Intervention Using the Intervention Checklist

• Record each team member’s rank on the checklist

• Develop a list of preferred interventions– Mean of ratings– Interventions rank ordered #1– Number of people selecting specific

intervention– *Be sure to make note of interventions ranked

highest/selected by teacher118

Step 4: PTR Intervention Developing the Intervention Plan

• Guide the team to identify interventions– Use Intervention Checklist– Provide examples – Ask them questions

• How might this strategy look for student?• Are you going to always be available?• Is this doable?

– Ensure fit with the classroom– Ensure fit with the function

119

Case Study:Tips on Linking Interventions to Hypothesis

• Prevention strategies must address:– Getting Mike attention more often– Changing non-preferred task

• Particular student• How it is done (format)

– Changing what happens when he makes a mistake• Do part of it (rather than all of it) over• Allow him to find what is wrong• Provide social story

– Signaling end of preferred activity• Teach strategies must address:

– How to get attention/assistance– How to get break/delay appropriately

• Reinforce strategies must address:– Giving Mike attention/help– Giving Mike break/delay 120

Step 4: PTR Intervention Writing the Intervention Plan

• Task analyze each step of the plan– NOT— “give student choices”– YES— “at start of reading, tell student ‘we

have 2 worksheets today (show worksheets). Which worksheet would you like to do first?’”

• If teachers do not know how to do it, they will not implement the strategy

• Make it easy for teachers to do!!121

Prevent Strategies

Specific Strategy steps

Environmental Support

A wait card will be placed on Mike’s desk to assist him in remembering to wait his turn.

1. Prior to group work, tell Mike, “Remember, when it is someone else’s turn, you sit quietly and wait,” while pointing to his card.2. If Mike calls out, point to his visual to remind him what to do. 3. Use a verbal prompt if the point prompt does not work.

Environmental Support

Mike’s visual schedule will be modified to detail the number of and type of activities he is to complete during non-preferred activities. For example, if math involves listening to a lesson, doing a hands-on activity, and completing a worksheet, his visual schedule will list each activity under math using either a picture of the type of activity or using numbers that correspond to a number on the worksheet.

1. Prior to the start of the activity, Mike should review the visual schedule.2. As Mike completes an activity, he should X off the activity.

Case Study—Step 4: PTR Intervention

122

Prevent Strategies

Specific Strategy steps

Curricular Modification

Mike will be given an easy, independent activity, such as a worksheet, to complete upon transitioning to a non-preferred activity or an activity that requires him to wait, such as group activities

123

Teach Strategies

Specific Strategy Steps

Replacement Behavior

Mike will be taught to use his Dynamite to express his need to calm down.

1. Mike’s device will be programmed to say “I need to calm down.”2. Prior to transitioning to a non-preferred activity or at the end of a preferred activity, remind Mike that “if you start to get mad, you can choose to calm down.”3. As soon as Mike starts to get upset, prompt him to use his device.4. Once Mike communicates “I need to calm down”, present him with the choice board of calming strategies and ask him, “What do you want?”5. As soon as he is calm, praise him. 6. Allow Mike to engage in his choice until he is calm for 1-minute.7. If Mike does not return to his area, then start having a fun time in that area with those students present

124

Teach Strategies


Self-Management

Mike will be taught to independently use his calming strategies.

1. A tracking sheet with smiley faces and sad faces will be given to Mike at the start of each day.2. Role-play with Mike about when he needs to make the choice to calm down.3. Practice completing the tracking sheet.4. Set and review the daily goal for using the calming strategies. 5. Prompt Mike to complete the tracking sheet if needed

125

Reinforce Strategies


Replacement Behavior

Anytime Mike “says” “I need to calm down”, his choice board should be given.

1. Praise Mike for communicating (“thank you for telling me.”)2. Provide his choice board.3. Allow him to calm for 1 minute4. Praise him as soon as he is quiet5. Praise him for returning to the group

Self-Management

Anytime Mike scores his behavior, attention should be given.

1. When Mike marks his tracking sheet, praise him for doing so.2. At the end of the day, review the sheet with Mike.3. Talk about the sad faces.4. Provide his reward if his goal is met.

Waiting Mike will earn a skittle paired with attention if he waits. This will be faded to an intermittent schedule.

126

Reinforce Strategies


Transition Mike will earn stars during Reading Centers if he transitions and completes his work without screaming.

1. A social story will be reviewed prior to Reading Centers to remind Mike that he can earn a star if he comes to centers and works.2. At the end of each reading center, an adult will review Mike’s behavior with him and ask him if he earned his stars. 3. Provide his stars if earned.4. During the teacher’s group, Mike can earn 2 stars: 1 for transitioning to the group and 1 for working during group.5. Allow Mike to participate in his chosen activity if he earned his stars.

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Step 4: PTR Intervention Teacher Training on BIP

• Provide training to practice the plan without student

• Ask the team questions to ensure understanding

• Have team role-play steps

• Obtain 80% accuracy on each step prior to teacher implementing plan with student– Coaching Checklist is task analysis of plan

128

Case Study: Training

Task Analysis of Intervention Dis

cuss

Q

& A

V

erb

al

Rol

e-p

lay

Ob

serv

e F

eed

bac

k

Training

Review

PREVENT – Environmental Support 1. Mini schedule of group & center time available Yes No Yes No

2. Schedule reviewed prior to task Yes No Yes No

3. Schedule reviewed & items crossed off Yes No Yes No

TEACH – Replacement Behavior

1. Remind to use DynaVox prior to transition Yes No Yes No

2. Provided choice board and honored choice Yes No Yes No

REINFORCE –Replacement Behavior

1. Verbally or gesturally acknowledge ASAP Yes No Yes No

2. Allowed to cool off for 1-minute Yes No Yes No

TOTAL (# Yes/ # Total) Fidelity Score ( .00 – 1.00)

129

Step 4: PTR Intervention In-Class Coaching

• Provide X hours in the classroom– Model the plan– Work with other students– Provide feedback – Suggest modifications as needed

• Quality of time rather than quantity

130

Step 4:PTR Intervention Fidelity

• Must measure teacher implementation

• Adherence—did they do it?– What is the most important part of intervention

to be implemented to ensure effect?

• Quality—did they do it correctly?– What are all the parts that need to be

implemented to obtain optimum effect?

131

Step 4: PTR Intervention Fidelity Example: Staying in Class

• Task analysis of steps of intervention to make leaving class without permission irrelevant

– Prevent intervention—Curricular Modification– Hypothesized function—escape – Antecedents identified—Difficult tasks, boring & repetitive

tasks, independent seat-work (pencil/paper)1. Modify assignment so that it is (a) motivating—embeds

student preferences; (b) at appropriate difficult level; (c) has meaningful outcomes

2. Present modified assignment to student (and others in class if appropriate)

3. Review assignment, provide examples of completed work4. Remind student of reinforcement for completing

assignment132

Step 4: PTR Intervention Fidelity Example: Staying in Class

• Adherence--What is the minimal step the teacher needs to do?– Prepare and present modified assignment to

student

• Quality--What are all of the steps the teacher needs to do?– Ensure modification embeds preferences, is

at appropriate difficulty level– Reviews assignment and reinforcement

133

Case Study: Fidelity

Interventions Adherence Quality Environmental Support 1) Mini schedule of center & group available 2) Mini schedule reviewed prior to start of

centers 3) Items crossed off as completed

Mini schedule present

Mini schedule present & reviewed at least either prior to or after activities completed

Replacement Behavior—Functional 1) Reminded student to use DynaVox prior to

transition & when student engaged in warning signs

2) Choice board given 3) Choice honored

Teacher reminded student prior to transition or behavior

Teacher reminded student prior to at least 2 of 3 transitions & all behavior

Reinforce Replacement Behavior 1) Teacher immediately recognized student

for using DynaVox (within 15 s) 2) Allowed to calm down for at least 1-minute

Teacher recognized student

Teacher immediately (within 15 seconds) recognized student and allowed student to calm down

134

Step 5: Evaluation

• Is it working? – Daily ratings of behavior– Continuous progress monitoring

• BRS• Other data collection forms

• Is it being implemented consistently and accurately?– Fidelity ratings

• Is more data needed?

• Does the plan need to be modified or expanded?

135

Step 5: Evaluation

Case Study: Data

Screaming

1

2

3

4

5

14

-De

c

7-D

ec

12

-De

c

3-J

an

8-J

an

11

-Ja

n

18

-Ja

n

23

-Ja

n

26

-Ja

n

31

-Ja

n

5-F

eb

7-F

eb

15

-Fe

b

21

-Fe

b

26

-Fe

b

2-M

ar

12

-Ma

r

15

-Ma

r

27

-Ma

r

30

-Ma

r

4-A

pr

11

-Ap

r

16

-Ap

r

19

-Ap

r

24

-Ap

r

27

-Ap

r

2-M

ay

7-M

ay

10

-Ma

y

Ra

tin

g

BaselineIntervention

Definition Changed

Step 5: Evaluation

1 is a lot of screaming, 5 is no screaming137

Hitting

1

2

3

4

5

Ra

tin

g


Step 5: Evaluation

1 is a lot of hitting, 5 is no hitting138

Step 5: Evaluation

Expression of Frustration

1

2

3

4

5

14-D

ec

7-Dec

12-D

ec

3-Ja

n8-

Jan

11-J

an

18-J

an

23-J

an

26-J

an

31-J

an

5-Feb

7-Feb

15-F

eb

21-F

eb

26-F

eb

2-M

ar

12-M

ar

15-M

ar

27-M

ar

30-M

ar

4-Apr

11-A

pr

16-A

pr

19-A

pr

24-A

pr

27-A

pr

2-M

ay

7-M

ay

10-M

ay

Rat

ing


1 is a little appropriate expression, 5 is a lot of appropriate expression139

Transition to Nonpreffered

1

2

3

4

5

Rat

ing


Step 5: Evaluation

1 is inappropriate transition, 5 is super appropriate transition140

Review PTR Process

• Five-step team-based process

• Meetings last 30-120 minutes

• Training of teacher in BIP

• In-class coaching provided

• Intervention process averages 3 months

141

Review of PTR Process:Adapt Process as Needed

• Combine steps– Steps 1 and 2 (teaming and goal setting)

• Smaller team or team with no history of problems

– Steps 2 and 3 (goal setting and assessment)• Complete step 2 and 3 activities prior to meeting• Complete step 3 activity (PTR assessment) during

the meeting

– Steps 3 and 4(assessment and intervention)• Complete assessment in meeting and go right into

intervention development142

Administrative Responsibilities:Tier 3

• Identify Tier 3 resources and training as needed– Ensure infrastructure in place w/quality reviews– Collaborative consultation (MDT & knowledge)

• Identification and prioritizing of students in need• Data system w/meaningful data & data-based

decision-making time• Time for planning, implementation & progress

monitoring• Willingness to try “out of the box”, evidence-based

interventions• Recognize the “workhorses” on your team

143

Final Thoughts:System Changes

• Process may require more time up front but less time overall

• Teams more likely to implement the plan– Ownership– Fits the class and the student– Continued contact

144

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Absolute Essentials of PTR

• A functional team– Collaborative, respectful, committed

• PTR assessment conducted with precision – the more precise and the more confident the team is with assessment results, the more effective the intervention will be

• 3 components in intervention (at least) – linked to assessment, implemented with fidelity

• Sensible data collection, and periodic review, revision, celebration, etc.

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Potential Reasons

• Need additional help to address behavior– Identification of function

• Direct observation of behavior– Consistency of intervention

• Not a complete team– Additional interventions – not a complete

plan• Complexity of behavior

• Need for Wraparound Model or other additional supports

Questions?

147

Resources

• FLPBS:RtI:B Project– Phone: (813) 974-6440– Fax: (813) 974-6115– E-mail: [email protected] – Website: http://flpbs.fmhi.usf.edu

• OSEP TA Center on PBIS– Website: www.pbis.org

• Association on PBS– Website: www.apbs.org

148

mailto:[email protected]

http://flpbs.fmhi.usf.edu/

http://www.pbis.org/

http://www.apbs.org/

Session 12 & 17 Complex Functional Behavioral Assessment/ Behavior Intervention Planning Heather...

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