behavior problems at school? school discipline issues?

Hampton Township School District

FBA and PBSP

Free Appropriate Public Education (FAPE)

Role of the IEP Team

Functional Behavior Assessments (FBA)

Positive Behavior Support Plans (PBSP)

*Special Factors

The IEP team shall, in the case of a child whose behavior impedes his or her learning or that of others, consider, where appropriate, strategies, including positive behavioral interventions, strategies, and supports that address that behavior.

IDEA 300.346(2)(i)

4

A new way of thinking about behavior

Broadens intervention from only one approach - reducing challenging behavior to…..

Encompasses multiple approaches: changing systems, altering environments, teaching skills, and appreciating (actively acknowledging) positive behavior

5

A team process for goal setting

Functional Behavioral Assessment

Behavior intervention plan design (PBSP), implementation, and evaluation

This means that everyone is prepared to interact with the child in the same way.

In this section we will address the following questions……

What is an FBA? What are the requirements?When do we need to complete an

FBA?What are the types of assessment? What does the FBA result in?

FBA is a process for gathering information

to understand the function (purpose) ofbehavior in order to write an effective

positive behavior support plan.

Behavior support programs and plans must be based on a functional assessment of

behavior and utilize positive behavior techniques

§14.133(a), §711.46(a)

8

Does the student’s behavior impeded his/her learning or learning of others?

Does the student’s behavior significantly differ from that of his/her classmates?

Does the student’s behavior lessen the possibility of successful learning for the student and others?

Have past efforts to address the student’s behavior using standard interventions been unsuccessful?

Does the student’s behavior represent a behavioral deficit or excess, rather than a cultural difference?

Is the student’s behavior serious, persistent, chronic, or a threat to the safety of the student or others?

If the behavior persists, is some disciplinary action likely to result?

Behavior is learned and serves a specific purpose. To get To avoid

Behavior is related to the context within which it occurs

ProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Adult

Stimulation/Sensory

Peer

What is an FBA?

11

Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/08 http://www.pbis.org/files/1107gsbrieffba.ppt

FB

A L

EV

EL

S

A-B-C data

Structured, Direct Observation3. Complex

Checklist

Functional Assessment

Interview

Initial Line of Inquiry

Brief Observation/Scatter Plot

2. Indirect/

Simple

Archival Review

Problem Solving Meeting1.Informal

What are the levels of assessment? INFORMAL

EASIERSIMPLE

RESPONSIVEINDIRECT

DIRECTNOT RESPONSIVE

COMPLICATEDHARDERFORMAL

All levels of FBA maintain the same goals:

Define the target behavior.Identify the events/antecedent triggers that

reliably predict the occurrence or nonoccurrence of the target behavior.

Identify the consequences that maintain the behavior.

Identify setting events that increase the likelihood of the occurrence of the targeted behavior

What is an FBA?

13

IEP teams determine that the student’s behavior impedes his/her learning or that of others

Start

Conduct Functional Assessment

YES

NO

NO

High Confidence in

Hypothesis

Conduct Full Functional Assessment

Develop Positive Behavior Support

Plan

Develop Positive Behavior Support

Plan

Satisfactory Improvement

YES

Monitor & Modify PBSP Regularly

Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/08 http://www.pbis.org/files/1107gsbrieffba.ppt

1. Identify and agree on the behavior(s) that mostneed to change.

2. Determine where the behaviors occur andwhere they do not. Identify what may contributeto the behaviors. The team will ask some questions.

3. Collect data on the child’s performance from asmany sources as possible.

4. Develop a hypothesis about why problembehaviors occur (the function of the behaviors).

5. Identify other behaviors that can be taughtthat will serve the same function for the child.

6. Address Antecedents and Consequences. The team develops and uses positive behavioral interventions that are written into the child’s IEP and/or positive behavior support plan.

7. Evaluate the success of the interventions.8. Change or fine-tune the plan as needed.

16

1. Define target behavior2. Collect data

• Indirect measures• Direct measures

3. Formulate hypothesis (validate)4. Develop intervention plan (PBSP)5. Implement the plan, monitor and adjust

17

Will the FBA focus on the educational and behavioral needs of a specific child?

• If so, then the FBA qualifies as an evaluation or reevaluation under IDEA and triggers the need to seek written parental consent.

• If, the district uses an FBA as a widespread intervention tool to improve the behavior of all students in its schools, the FBA is not an evaluation and parental consent is not necessary.

18




19




20

• Initial Evaluation

• Reevaluation – if the purpose of data collection is specific to an

individual student’s educational and behavioral needs

– if additional data is necessary to determine nature + extent of special education and related services needed to develop or modify behavior interventions and PBS in student’s IEP

21

• Reviewing existing data

• Administering a test or other evaluation that is administered to all children, unless parent consent is required for all children

• Review of behavior interventions in school as a whole

• Screening to determine instructional strategies for curriculum implementation

22




Problem behaviors are irrelevantAversive events are removedAccess to reinforcers are readily available

Problem behaviors are inefficientAppropriate behavioral alternatives are taughtAppropriate behavioral alternatives are known and

usedProblem behaviors are ineffective

Problem behaviors are not reinforcedDesired behavior ARE reinforced

What does the FBA result in?

Short term solution Manipulate Antecedents Manipulate Consequences Teach Socially Acceptable Functionally

Equivalent BehaviorLong term solution

To remediate skill deficits so that the problem behavior is unnecessary

To design consequences to maintain the new desired behaviors

24

25

4. Develop intervention plan (PBSP) Design Antecedent strategies Design Consequence strategies Select and teach replacement behaviors Implement the plan Monitor and adjust program

Antecedents to the behavior of concern

Behavior of concern

Consequences maintaining the behavior of concern

Perceived function of the behavior of concern

When___(antecedents to the behavior of concern)______________the student___(behavior of concern)_________________________to___(perceived function of the behavior of concern)____________

V. GOALS AND OBJECTIVES – Include, as appropriate, academic and functional goals. Use as many copies of this page as needed to plan appropriately. Specially designed instruction may be listed with each goal/objective or listed in Section VI.Short term learning outcomes are required for students who are gifted. The short term learning outcomes related to the student’s gifted program may be listed under Goals or Short Term Objectives.

MEASURABLE ANNUAL GOAL

Include: Condition, Name, Behavior, and

Criteria(Refer to Annotated IEP

for description of these components)

Describe HOW the

student’s

progress

toward meeting this goal will be measur

ed

Describe WHEN

periodic reports

on progress will be

provided to

parents

Report of Progress

SHORT TERM OBJECTIVES – Required for students with disabilities who take alternate assessments aligned to alternate achievement standards (PASA).

Short term objectives / Benchmarks

VI. PROGRAM MODIFICATIONS AND SPECIALLY DESIGNED INSTRUCTION FOR THE POSITIVE BEHAVIOR SUPPORT PLAN:

A Antecedent (prevention) Strategies

B Replacement Behavior

C Consequences (reinforcement) for when the student performs the replacement behavior:

C Consequences (including procedures to follow) when the student performs the behavior of concern:

– Measurable Annual Goal – Reasonable expectations within 12 month

period– Must contain

• Condition – situation, setting, or given material

• Name – of the student

• Behavior – the action the student will be expected to perform

• Criteria – how we know the student has mastered the skill

Measurable Annual Goal Must be a direct relationship between the FBA

Results and the Annual Goal

Progress Monitoring of the GoalHow?When?

Short Term Objectives

ExampleDuring whole class and small group instruction

and discussion, Chad will participate and decrease off-topic comments and discussions to no more than three off-topic comments and discussions per week over three consecutive weeks. Current baseline is average of twenty-one off-topic comments and discussions per week.

• Manipulate the Antecedents

• Teach an alternative Behavior

• Manipulate the Consequences

REMEDIATE THE SKILL DEFICITS

Desired Behaviors – the behavior that you want the student to perform Long-termMay or May Not

Serve the Same Function

Replacement Behaviors – the behavior you will teach the student to perform that serves the same function as the problem behavior Short TermPlan for fading

34

Components

Replacement Behavior (teaching and maintaining)• Identify functionally equivalent replacement behavior.

Consider…• Is the replacement behavior effective and efficient for the student to use?• The Response Effort: how difficult is it for the person to perform the behavior? (physically and/or cognitively)

Request a Work Check

Request Assistance-help and attention

Request Companionship

Request Attention from staff, from peers

EscapeRejecting “No thank

you”Request a break

from activity, personRequest an alternate

activityAsk to work

somewhere else

• The FUNCTIONALLY EQUIVALENT and SOCIALLY ACCEPTABLE behavior that replaces the problem behavior

• Must know the FUNCTION of problem behavior

REPLACEMENT BEHAVIOR

CURSING AT STAFF

ESCAPE TASKS

function

behavior


CURSING AT STAFF

ESCAPE TASKS

REQUEST ALTERNATIVETASK

behavior

function


CURSING

ESCAPE TASK

ESCAPE TASK

REQUEST ALTERNATIVE TASK

CURSING

!?!?

Must TEACH Replacement Behavior

Must REINFORCE Replacement Behavior with SAME (or stronger) reinforcement as challenging behavior

Manipulate the Antecedents

Teach an alternative Behavior

Manipulate the Consequences

REMEDIATE THE SKILL DEFICITS

42

Components

Antecedent (prevention) strategies• Remove/reduce identified antecedents to the behavior of concern

• Make the behavior unnecessary in specific situations •Assist with the performance of the replacement behavior (cues and prompts) •Long term strategies to remediate skill deficits

Setting Event Modifications – identify any changes that could make these events less likely or less influential.

Antecedent Modifications – Identify changes that can be made in immediate antecedents to make problem behavior irrelevant.

Consider the following Daily scheduleLevel of prompting/assistanceCurriculum or features of taskGroupings of students

Daily ScheduleIs it readable?Is it known?How many tasks before a break?Is it adhered to?Is it predictable? How much choice do students have in

creating/modifying the schedule?

Prime, Prompt, Fade, Reinforce Select the skill you

will teach Determine the type

of prompt that will be needed to make the learner successful

Determine how the prompt will be faded

To teach: Tell or show the

learner exactly what you want him to do or say (Prime)

Immediately prompt the learner

Reinforce the learner

Repeat and attempt to fade the prompt

Level of Prompting/Assistance

47

Components

Consequence Strategies

Reinforcement for performance of the replacement behavior that

achieves the same function as the behavior of concern (get or escape).

Anything that increases a behaviorAffects you like gravity – whether you are

aware of it or not. Different for individuals

ConsumablesManipulativeActivitiesSocial PhysicalPersonal

Sundberg, 2009

Positive Reinforcement The delivery of

something that increases a behaviorEdibleAttentionMoney

Negative ReinforcementThe removal of

something that increases a behavior Alarm clockTelephoneRequesting a break

REINFORCEMENT must be related the FUNCTION of the Behavior

1. Timing – deliver reinforcers as soon as possible after the behavior

2. Quantity/Quality – reinforcers must be important enough to cause an increase in behavior

3. Contingency – must be a connection between the behavior and reinforcer

4. Deprivation/Satiation – do not overuse reinforcer

51

Consequence Strategies

The withholding of reinforcement for the behavior of concern. This ensures that the behavior of concern is less effective and efficient than the replacement behavior.

**This is the section that includes the crisis plan (a plan to outline the steps taken to avoid a crisis as well as the plan for when a crisis occurs)

Withhold access to the item, attention, etc. that the student is attempting to gain access to when he or she performs the problem behavior

“Escape Something” Function Prevent or don’t

allow for the removal of the stimulus when the student performs the problem behavior First response should

ALWAYS be to PROMPT the STUDENT to PERFORM the

REPLACEMENT BEHAVIOR!

Token economyPoint systemsLevel systems Behavior contractsDifferential

Reinforcement Personal Best

Records

Response CostTime out from RfPlanned ignoring Extinction “Broken Record”

http://www.pattan.net

http://cecp.air.org/fba/default.asp

http://www.aboutourkids.org/files/articles/nov_dec_2.pdf

http://www.wrightslaw.com/info/discipl.fba.jordan.pdf

http://www.pattan.net/

http://cecp.air.org/fba/default.asp



http://www.wrightslaw.com/info/discipl.fba.jordan.pdf

behavior problems at school? school discipline issues?

Documents