basic fba to bip using functional behavioral assessment (fba) to develop function-based behavior...

Basic FBA to BIPUsing Functional Behavioral Assessment (FBA)

to Develop Function-Based Behavior Intervention Plans (BIP)

Day One

Learning ObjectivesDay One:

• Understand the concepts of “function” and “functional behavior assessment”

• Consider how FBA/BIP fits within a multi-tiered system of supports

• Learn the FBA process and practice with selected student

Day Two:

• Develop a BIP for selected student

• Plan for implementing FBA/BIP within your multi-tiered system

Materialswww.pbisvermont.org

Introduction and Practice in Functional Behavior Assessment

and Behavior Intervention Planning (FBA/BIP)

From FBA to BIP

Planning Workbook

http://www.pbisvermont.org/

http://www.youtube.com/watch?v=hkKOqij_Tdw

What’s the function of this behavior?

http://www.youtube.com/watch?v=hkKOqij_Tdw

Function Based Approach

Focuses on:

Changing environmental factorsinstead of

fixing the person.

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

Simple vs Complex FBASIMPLE COMPLEX

FOR Students that demonstrate high frequency behaviors that are not dangerous, have received interventions that did not improve behavior, show behaviors in only 1-2 settings

Students that demonstrate dangerous behaviors or show behaviors that occur in 3 or more school settings

WHAT Relatively simple and efficient process to guide behavior support planning

Time-intensive process that involves emergency planning, family-centered planning, and collaboration with outside agencies

DEVELOPED BY WHOM

Team of school-based personnel (ex: teachers, special educator, counselor, administrator, behavior support personnel)

School-based team, including professionals trained to develop and implement intensive interventions for students with severe problem behaviors (ex: behavior specialist or school psychologist)

How Does the Functional Approach

Fit Into Your School’sMulti-Tiered System of Supports?

Universal

Six Components of Universal

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

Expectations4. System for Acknowledging

Expectations5. System for Discouraging

Problem Behavior6. Data-based Decision MakingTh

ink Fu

nction

ally!

Targeted Interventions• Implement Universal with

Fidelity• Inventory Existing Targeted

Practices• Develop Intervention – ie.

Check-in/Check-out• Develop Data System to

Support Targeted Interventions

Targeted

Match in

terventions to th

e functi

on of

the behavior!

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

Intensive

INTENSIVE LEVEL• Establish Intensive Team• Establish SU Supports for

the Intensive Level• Establish SU and

interagency• Develop Capacity for

Wraparound SupportsCreate co

mprehensive FBA/BIP

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.

FBA LOGIC MODELSheldon Loman, University of Oregon

Who is Responsible for Conducting FBA/BIP in Your School?

How does someone access this FBA/BIP?

Requesting an 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 an FBA/BIP referral is necessary based on data

ACTIVITY 1:

Using the questions in the workbook, review/develop your school’s process for accessing an FBA/BIP

D.A.S.H.

• Define behavior in observable and measurable terms

• Ask about behavior by interviewing staff and studentspecify routines where & when behavior occurssummarize where, when, and why behavior occurs

• See the behaviorobserve the behavior during routines specifiedobserve to verify summary from interviews

• Hypothesizea final summary of where, when, and why behaviors

occur

Defining and

Understanding Behavior

The ABC’s of Understanding Behavior

A = AntecedentFind out the events that occur right

before the behavior. When and Where?

B = BehaviorFind out What is the observable

problem behavior

C = ConsequenceFind out what happens after the

behavior occurrs. Why?

Always Start by Defining the Problem Behavior

2Antecedents/

Triggers

When _____happens….

1 Behavior:

the student does (what)__

3Consequence/

Function

..and as a result ______

Defining Observable Behaviors

Definitions of behaviors need to be:

* Observable: The behavior is an action that can be seen

* Measurable: The behavior can be counted or timed

* Defined so clearly: that a person unfamiliar with the student could recognize the behavior without any doubts!

Examples and Non-ExamplesNON-OBSERVABLE / MEASURABLE OBSERVABLE / MEASURABLE

Disruptive behaviors Talks when teacher is lecturing, calling out in a loud voice, singing

Off-task behaviors Draws pictures during group work time

Angry, Hostile Behaviors Throwing objects, Kicking over chairs

Inappropriate language Calls peers names

Attention problems Tapping/ drumming on desk, looking around the classroom

Non-compliance Refusal to do work, failure to follow directions

Defiance Yells “No” or “You can’t make me” when given direction

Are these observable & measurable?

• Gets out of desk and hits other students• Has separation anxiety (from parent)• Spacey• Reads 120 wpm• Says she hears voices• Emotionally disturbed• Doesn’t like classmates

Defining Behavior Tip #1Ask yourself:

“What does the behavior look like?”

Talking out: Any verbalization made by the student that was not initiated by the teacher and/or distracts others from the assigned tasks in the classroom

Defining Behavior Tip #2Provide Examples and Non-Examples of

the Problem Behavior

Examples of Talking Out:· Answering a question the teacher asks of a different student· Talking when the teacher is giving directions· Talking to peers during independent work time

Non-examples of Talking Out:· Answering a question the teacher asks of the student· Calling out to another student during recess· Talking with table mates during a cooperative group activity

ACTIVITY 2:

Using your workbook, provide an observable & measurable definition for ONE of these behaviors:

Jeff is always disruptive in classHailey is constantly off-task during

mathChris is defiantBrandon is angry and hostileAlexis uses inappropriate language

D.A.S.H.





occur

AskingAbout When, Where, and Why

the Behavior Occurs

Once you have defined the problem behavior…

THEN: Where & When does the behavior occur? – Routines– Triggering Antecedents

2Antecedents/

Triggers


1 Behavior:


WHERE and WHEN Does the Problem Behavior Occur?

WHERE = Routines where the problem behavior is most likely

Examples: during math class, gym, lunch, recess

WHEN = Specific events (or antecedents) within a routine that “trigger” the problem behavior

Examples: when given double-digit addition, given directions

Identifying Antecedent “Triggers”

Identify the event, action, or object that occurs right before the problem behavior (When…)– Signals the behavior– “Sets it off” (trigger)

Identify the ANTECEDENT in these examples: – At the lunch table, when told to shut up by a peer,

Ben hits the student

– In language arts class, when asked to read aloud in class, Tracy gets up and tells jokes

– During circle time, when praised Jessie starts crying

ACTIVITY 3:

Using your workbook, identify the behavior and antecedent in the following scenarios

During passing period in the hallway before recess, when peers tease him about his walk, A.J. calls them names and hits them.

Routine: “During __________________________”

Scenario #1

PEERS TEASE ABOUT HIS WALK

CALLS NAMES & HITS

Passing Period before RecessAntecedent

When…When…

Antecedent

When… The student...The student...

Behavior

In math class, Bea stares off into space and does not respond to teacher directions when she is given a difficult math problem.

Routine: “During________________”

Scenario #2

GIVEN A DIFFICULT MATH PROBLEM

STARES & DOES NOT RESPOND TO DIRECTIONS

Math Class

When…

Antecedent

When…

Behavior

The student…

Once you have defined the behavior (the What) & know Where & When

the behavior occurs…Then: What is the CONSEQUENCE? (What happens

after or as a result of the behavior?)

2Routines/Antecedents:


1 Behavior:


3Consequence/Outcome

..and as a result ______

Consequence: Determine What Happens Right After the Behavior

It may help to think: “and as a result ______________”

Example (AntecedentBehaviorConsequence)– During recess, when peers tease him, Ben hits his peers

and they leave him alone.

– During reading, When asked to read aloud Tracy tells jokes, the other students laugh, and she is sent to the office (missing the assignment)

– During circle time, when praised Jessie starts crying, the teacher stops circle time and comforts her

ACTIVITY 4:

Using your workbook, identify the behavior, routine, antecedent, and consequence in the following scenarios

Scenario #1

Joe throws his pencil and rips his paper during math whenever he is given double-digit math problems. This results in him getting sent to the office.

Routine: “During ________________”Antecedent/Trigger:

When..Behavior:

Student does..Consequence/Outcome:

and as a result…

Math class

Throws pencil & rips paper Sent to the office

Given double-digit math problems

Scenario #2

Nancy cries during reading time when she is asked to work by herself. This results in the teacher sitting and reading with her.

Routine: “During ________________”Antecedent/Trigger:

When…Behavior:

Student does..Consequence/Outcome:

and as a result...

Reading

CriesAsked to work by herself

The teacher sits & reads with her

FUNCTION: Understanding Why the Behavior Occurs

• When understanding behavior, we want to learn what FUNCTION (or purpose) the behavior is serving for the student (what is the pay-off for the student or what maintains that behavior?)

• You need to understand from the student’s perspective…

– What are they getting (or trying to get) from engaging in this behavior

– What is the most important thing that the student wants to gain (or avoid) by using this behavior

Functions that Behavior Serves

ProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Adult

Stimulation/Sensory

Peer

Most Common Functions of Behavior

To Obtain/ Get :· Peer attention

· Adult attention

· Desired activity

· Desired object/ items

· Sensory stimulation: auditory,

tactile, etc.

To Avoid/ Escape:· Difficult Task

· Boring Task

· Easy Task

· Physical demand

· Non-preferred activity

· Peer attention

· Staff attention

· Reprimands

• Obtain/Get Reinforcers– I yell and others look at me

– I fight and others listen to me

– I wander and people talk to me

– I hit in order to get toys from other kids

• Escape/Avoid Aversives– I cry when work gets hard and the teacher tells me to take a time out

– I throw a book during math class and the teacher will remove me from class

– I stand out of the way during PE and the other game participants will avoid throwing me the ball.

Examples of Function in School

Understanding FUNCTION: WHY? What maintains the behavior?

Use information about the routine, antecedent, behavior, & consequence to determine that the function of the behavior is either to:

-Get or Avoid something in the environment

Routine: During ________________

Antecedent/Trigger: When _________

Behavior: Student does _________

Consequence/Outcome: and as a result…

__________

Therefore, the function of the behavior is to:

get/avoid ____________

What is the Function of Bobby’s Behavior?

When asked to work with a partner in science, Bobby tears up his assignment and stomps his feet. The teacher then has Bobby sit down at his desk to complete the same assignment, while the rest of the class works together with their partners.

Get?? Avoid?? What? An Activity? Peers? Teacher?

Consequence/Outcome: and as a result...

Sent to his desk to complete the assignment


get/avoid

Bobby’s Summary Statement

Antecedent/Trigger: When ..

Asked to work with a partner

Behavior: Student..

Tears assignment & stomps feet

Avoiding working with a partner is what maintains the behavior!!

Routine: During ________________Science

Working with a partner

What is the Function of Jane’s Behavior?

Jane, a fifth grade student, was referred for disruptive behavior to the student support team by her teacher, Mrs. O’Neil.

After interviewing Mrs. O’Neil and conducting several observations of Jane in the classroom, the team determined that during transitions (from lunch, recess, dismissal) in the hallway when staff are present, she shouts profanities.

Then, adults spend time talking with her about her behavior.

Jane’s Summary Statement

Antecedent/Trigger: When ..

Behavior: Student..

Consequence/Outcome: and as a result...


get/avoid

Adult Attention is what maintains the behavior!!

Routine: During ________________Transitions

Staff are present

Shouts profanities Adults talk to her

Attention from Adults

ACTIVITY 5:

Using your workbook, identify the behavior, routine, antecedent, and consequence in the following scenarios

Use this information to determine the most likely FUNCTION of the problem behavior

When asked to sit with to his peers in morning circle, Mike pulls the hair of the girl sitting next to him. The teacher tells Mike to go back and sit at his desk.

Routine: “During ________________ “

Scenario #1

Antecedent/Trigger: “When …

Behavior: Student does…



get/avoid

Asked to sit with peers

Morning Circle

Pulls hair of girl next to him

Sent to sit at desk

Sitting at morning circle

When Selena’s teachers present multiple difficult task demands in language arts, 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 (and she misses the assignment).

Routine: “During ________________ “

Scenario #2

51


Behavior: Student does..



get/avoid

Multiple demands for difficult tasks

Language Arts

Sent to office

Difficult Tasks

Makes negative self-statements & writes profane language

From the video you just watched on Shane ….

Routine: “During ________________”

Scenario #3

53


Behavior: Student does..



get/avoid

After we defined the behavior (the What) & know Where & When & Why the behavior occurs…

Then: We ask: Are there any events that happen outside of the routine that “SET UP” the behavior (make it more likely to occur)?

2Antecedents/ Triggers

1 Behavior

3

Consequence/ Outcome

4

Setting Events

Setting Events

• Events, removed from the immediate situation, that have an impact on the student’s behavior

• Things that, when a trigger is present, increases the chances that the problem behavior will occur

• Examples: lack of sleep, illness, change in routines, trauma, argument at home the night before, bullying, etc.

Antecedents vs. Setting Events

• Antecedents - occur immediately before and act as “triggers” for problem behavior

• Setting Events – indirectly “set-up” the problem behavior by temporarily altering the value of maintaining consequences.

*Setting events can help us PREDICT that the problem behavior will occur.

Common Setting Events: “Set ups”

• Lack of sleep or food• Having a fight on the way to school• Bad grade on a test / reprimands• Forgetting to take medication• Substitute teacher / changes in routine

Non-examples:• Diagnosis of autism or ADHD• “Bad” home life

NOTE:Setting Events can be difficult to identify,

are often unknown.

When peers approach Victor in the hallway and say, “Hello”, he yells “Leave me alone!” and “Go away!” Peers say he is weird and walk away. This is most likely to happen on days that Victor has an argument with his sibling before school.

What is the triggering antecedent?

- Peers approach and say “hello”

What is the setting event? - Argument with sibling before school

Setting Events: Example

D.A.S.H.





occur

Seeingor observing the behavior

to verify summary from interviews

The purpose of an observation is to confirm or verify the team’s summary

• If the team has high confidence in their summary, then they may decide that an observation is not necessary

ABC Observation

• Observe the student in the routines identified during the interview

• Confirm accuracy of summary of behavior from interview

• Identify antecedents and outcomes that the team may have overlooked

• Verify the function of the student’s behavior

• Develop the most accurate summary statement

D.A.S.H.





occur

Hypothesizinga final summary

of where, when, and whybehaviors occur

Summary Statement with Setting Event

In Social Studies, when asked to read independently, Ben (a strong reader) often gets out of his seat, walks around the room, and jokes with peers. Ben’s peers laugh and talk to him as he walks by. This behavior is most likely to happen on days when Ben’s parents bring him to school (i.e., he doesn’t ride the bus with friends).

Setting eventMore likely when…

AntecedentWhen…

BehaviorThe student…

Consequence and as a result…

Routine: During ______________

Function: To…

Out of seat, walks

around room,

jokes with peers

Asked to read

independently

Peers laugh and

talk to Ben Ben brought

to school by

parents Access peer attention

Social Studies

Anatomy of an Hypothesis Statement

“During ___________________________________, (the routine or location)

When _____________________________________, (summarize the antecedents here)

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

in order to _____________________________.” (summarize the function here)

This behavior is more likely to occur if ____________________. (summarize setting event here)

ACTIVITY 6:

Using your workbook, identify the following:

* The triggering antecedent

* The most likely FUNCTION of the problem behavior

* The setting event

Teacher sends him to the office

Function:

Scenario #1

When Jason is asked to outline a book chapter in Language Arts, he often argues, refuses to work and uses profanity which results in being sent to the office for ‘disrespect’. This behavior is more likely if Jason has an altercation with a peer on the bus on the way to school.

Setting event Antecedent Behavior Consequence

Peer altercation on

bus on the way to school

Asked to outline

chapter

Arguing with teacher, refusing

to work, profanity

Routine: Language Arts

Escape Task

EA talks privately with the student

Function:

Scenario #2

During story time when the teacher asks other students questions, Michelle blurts out responses or begins crying if she is not called on. When this happens, the educational assistant moves in closely and talks privately to Michelle in an effort to calm her. This is most likely to happen on days when Michelle has not had her medication.

Setting event Antecedent Behavior Consequence

Students does not take

medication

Other students asked to answer

questions

Blurts out responses,

cries

Routine: Story time

Adult Attention

Review

• Problem behaviors defined in observable and measurable terms and so clear that a person unfamiliar with the student could recognize the behavior without any doubts

• Once behavior is defined, identify where and when the behavior occurs (routines and triggering antecedents)

• After you’ve defined the behavior and know where and when it occurs, then determine why it happens (consequence and function)

• Then ask if there are any events that happen outside of the routine that make it more likely to occur (setting events)

Problem behaviors are defined in observable and measurable terms and so clearly that a person unfamiliar with the student could recognize the behavior without any doubts


1 Behavior

3


4

Setting Events

Once the behavior is defined, identify where and when the behavior occurs (routines and triggering antecedents)


1 Behavior

3


4

Setting Events

• After you’ve defined the behavior and know where and when it occurs, then determine why it happens (consequence and payoff)


1 Behavior

3


4

Setting Events

Then ask if there are any events that happen outside of the routine that make it more likely to occur (setting events)


1 Behavior

3


4

Setting Events

ACTIVITY 7:Using your workbook,

* identify the problem behavior you want to change for the student you’ve chosen * define the behavior * identify the routines and antecedents* determine consequence and function* examine any setting events

Behavior Pathway

DesiRoutine:

Setting Event Antecedent Problem Behavior Consequence/Function

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

• An interview tool for collecting information about problem behaviors

• For staff, parents, and students

• The F-BSP then leads the team to create a competing behavior pathway and behavior support plan

Competing Behavior Pathway

DesiRoutine: Desired Behavior Consequence/Function

Setting Event Antecedent Problem Behavior Consequence/Function

Alternative Behavior

Homework

• Gather more information on the student you’ve identified, using the interview section of the F-BSP Protocol (ideally in a team meeting)

• Conduct observations to verify the information gathered thus far

• Working with others, develop a hypothesis statement for your student

basic fba to bip using functional behavioral assessment (fba) to develop function-based behavior...

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