introduction and practice in functional behavior assessment (fba) from fba to bip day one vtpbis...
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Introduction and Practice in Functional Behavior Assessment (FBA)
From FBA to BIP Day One
VTPBiS TeamTiffany Cassano, Ken Kramberg, Richard
Boltax
BEST Expectations:FBA Training Team Norms
VTPBiS Signal to Coaches: Help Us Help You
= We’re all set. No help needed.
= We need help, but can continue with our work.
= HELP! We can’t continue with our work.
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 Function 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 Expectations
5. System for Discouraging Problem Behavior
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• Introduce Function-Based
Practices• 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
• Develop Capacity to Complete FBA and BIP
• Develop Capacity for Wraparound Supports
Tier I Universal6 Components of SWPBIS
-
Group Interventions•CICO•Skills groups
Group Interventions w/function-based modifications
Function-based Support
Comprehensive Supports
Tier II Targeted
Tier IIIIntensive
Anger Mgmt groupPeer Tutors
Study Skills
Homework Club
School Mentors
What is a Targeted Intervention?
• An intervention (or set of interventions) known by all staff and available for students during the school day.
• Interventions provide additional student support in academic, organizational, and/ or social support areas.
Targeted interventions are… • Best for low level problem behavior (e.g. talk-
outs, minor disruption, task completion);
• Efficient because they use the same or similar practices for groups of students that do not need to be individualized for each student.
• Effective because they focus on decreasing problem behavior thereby increasing academic engagement and decreasing office discipline referrals.
Critical Features• Meets the needs of groups of students• Does not require individualizing for each student• Uses positive approach• Everyone knows about it• Let’s students opt out• Involves parents• Based on function of behavior (get or avoid)• Has some clear evidence that it works• Has system resources (team and administrator support)
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
3 Levels of Functional Behavioral Assessments
• Simple FBA• Full FBA
• Functional Analysis
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 .
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So who is responsible for assessment in your school?
FBA?
How does someone access this intervention?
Requesting an Simple FBA
• Requests for a simple FBA should be easily accessible to teachers through the use of an simple FBA form
• Teachers & school teams should be able to identify the system for requesting a simple FBA
• Teachers should be able to identify members of the assessment team
• Teachers should be able to identify students that would qualify for having a simple FBA done.
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ACTIVITY 1
Review your school’s targeted plan/process for Simple FBA in the
workbook
SIMPLE 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 Practical FBA to expand the scope of FBA, prevent intensive problem behaviors, & decrease reliance on specialist.
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At the Foundation of FBA are 3 major tenets about behavior
Human behavior is functional
Human behavior is predictable
Human behavior is changeable
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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.
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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.
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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
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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)
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Simple FBA vs Comp. 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
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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?
Simple 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
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Behavior is…..
any action which is observable and measurable, and has a distinct onset and offset.
secprevnten
(Challenging Behavior)
What are some ways students misbehave in your 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?
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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.
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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
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Description of the Behavior
Description of Antecedents
Summary of Antecedents
ACITIVITY 3
Fill out the 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
Existing
aversive
condition
identified
from Horner & Sugai at www.pbis.org
3. See the behavior (Gather information/data)
D.A.S.H
Behavior Observation FormsABCs
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Simple FBA Always start with the behavior
2Antecedent/Trigger:
When _____ happens….
1 Behavior:
the student does (what)__
3Consequence/OutCome
..because (why) ______
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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.
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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)
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.
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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 Response 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 Response 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.
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SCENERIO
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.
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Setting Events Antecedents Behavior Consequences
Competing Behavior Pathway
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Adapted from Crone, D.A. and Horner,R.H., 2003
Makes Disruptive Noises
Independent Work
Classroom Teacher Redirection
FUNCTION: Attention
FUNCTION: Attention
SCENERIO
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.
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Setting Events Antecedents Behavior Consequences
Competing Behavior Pathway
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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
SCENERIO
WilliamDuring math class William continually interrupts the teacher making jokes. When redirected by the teacher he calls her a f*&%ing bitch. After removing himself from the classroom and going in the hallway for 5 minutes, William returns and continues to interrupt the lesson.
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Setting Events Antecedents Behavior Consequences
Competing Behavior Pathway
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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
Competing Behavior Pathway
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Adapted from Crone, D.A. and Horner,R.H., 2003
Calls Teacher a F*&%! Bitch
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 classwork Does not have
teach 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
Related Events/Strategies Antecedent Strategies Behavior Consequences/Strategies Problem Desired Problem Desired
Acceptable Alternative
Maintaining Consequences
Maintaining Consequences
Problem Behavior
INTERVENTION PLAN
Adapted from Sugai, Lewis-Palmer, & Hagan, 1999
Behavior Intervention Program (BIP)
•Two Goals:Reduce problem behaviorsIncrease appropriate behaviors•Make behaviors:IrrelevantInefficientineffective
What do we do with This Information?
Simple Simple FBAFBA
If the team has If the team has confidence in the confidence in the hypothesishypothesis
Develop/Develop/Implement Implement a Behavior a Behavior Support Support PlanPlan
If the team does If the team does not have not have confidence in the confidence in the hypothesishypothesis
Gather Gather More More InformatioInformation: Do at n: Do at Full FBAFull FBA
Function Based Strategies• The team will consider the FUNCTION of the problem
behavior when identifying:
Setting Event Strategies
Antecedent Strategies
Teaching Strategies
Consequence Strategies
Eliminate/neutralize
settingevents
Modify or remove triggers to prevent problem behavior
Prompt alternative and/or desired
behavior
Teach alternative
that is moreefficient
Teach desired skills
Add effective reinforcers for alternative and
desired behavior
Minimize reinforcement (“pay-
off”) for problem behavior
Setting Event Strategies
These are structural changes made to the students day or classroom
Alternative ScheduleSitting Near the Teacher
Lunch in the support room
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Antecedent Strategies
Antecedent StrategiesSetting Event
StrategiesManipulate
AntecedentTeach Behavior Alter Consequences
Eliminate or Neutralize Setting Events
Prevent/Modify “Triggers”
Prompts for Alt/Des Behavior
Teach Alternate Behavior
Teach Desired Behavior/ Academic/ Social Skills
Reinforce Alt/Des Behavior
Response to Problem Behavior/ Corrective Feedback
Antecedent strategies are designed to make problem behavior irrelevant by:
1. Eliminating or Modifying antecedents that “trigger” the behaviorAND
2. Prompting alternative/Desired behavior (pre-correction)
Identifying Antecedent Strategies• When asked to read independently at his seat, Ronnie
makes inappropriate noises and makes faces at peers. Based on the FBA data collected, the team agreed that the function of Ronnie’s behavior is to obtain peer attention.
• Which is the best antecedent modifying strategy? • Provide student with an easier reading assignment • Remind student of expectations related to respectful behavior• Allow student to wear headphones during independent reading• Ask student to work quietly 1:1 with a ‘reading buddy’• Have student check in with the teacher at the beginning of
class
Addresses: 1.Antecedent? Function?
Identifying Antecedent Strategies• When Pam is asked to work on long-division problems
in math class, she argues, refuses to work, and uses profanity to avoid/escape the difficult task.
• Which is the best antecedent modifying strategy to prevent problem behavior? Why or Why Not? • Move student’s seat closer to the teacher • Give student more time to complete the difficult tasks • Give student an easier math assignment she can be successful
with • Warn student she will be sent to office for using profanity• Allow student to practice long-division on the computer
Consequence Strategies
Setting Event Strategies
Manipulate Antecedent
Prevent problem & prompt
alternate/desired behavior
Teach Behavior Explicitly Teach
Alternative & Desired Behaviors
Alter Consequences Reinforce alternate &
desired behavior & extinguish negative
behavior
Eliminate or Neutralize Setting Events
Modify/Prevent “Triggers”
Prompt Alt/Desired Behavior
Teach Alternate Behavior
Teach Desired Behavior/ Academic/ Social Skills
Reinforce Alt/Des Behavior
Response to Problem Behavior
- Redirection
-Extinction
Consequence strategies help make problem behavior ineffective by:
Reinforcing appropriate behaviors
AND…
Minimizing reinforcement for problem behavior
Reinforcing Alternative and Desired Behavior
Consequences: Reinforcing the Alternative Behavior
• It is extremely important that the alternative behavior is reinforced:– Immediately– Consistentlyand…– Results in the same type of reinforcement as the problem
behavior
• This is necessary for the alternative behavior to successfully compete with the problem behavior.
Identifying Consequence Strategies: Reinforcing Alternative/Desired Behavior
• During independent seatwork, Ronnie makes inappropriate noises and makes faces at peers. The function of Ronnie’s behavior is to obtain peer attention.
Which are the best reinforcement strategies?
• Student is allowed to sit by a preferred peer for 15 minutes, if he is quiet and on task during seatwork every day for a week
• Student will receive a “free homework pass” if he has no problem behavior during independent seatwork
• When student is on task with no problem behavior for 15 minutes, he will be allowed to sit at back table and read with a peer
• Student receives frequent teacher praise for staying on task
• Student is allowed to work with a peer when asks appropriately
Function?
Reasonable expectations?
Identifying Consequence Strategies: Reinforcing Alternative/Desired Behavior
• During independent reading time in language arts, Audrey makes noises, talks out, and walks around the room. The FBA has shown that this behavior is maintained by adult attention.
Which are the best reinforcement strategies? Why or Why Not?
• Student can play a game with the teacher if she works quietly (no more than 2 talk-outs) during independent reading
• Student is allowed to work with a peer when she has been quiet for 15 minutes
• Student receives help from teacher if asks appropriately
• Student can eat lunch with the teacher if no talk-outs for one month
• Student earns a homework pass for on-task behavior
Teaching Strategies
These are the skills the student will need to be taught to do
*How to ask for a break using break card*How to monitor his/her progress with a point
sheet*How to engage in appropriate conversations
with peers during small group counseling
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ACTIVITY 5
In your packet, complete the lower portion (initial intervention plan)
for your student.
HOMEWORK
Experiment with implementing the initial intervention plan you created for your student
next week.Write a summary of how the interventions went
to bring with you to next week’s workshop.