Leading a Team from a Functional Behavioral Assessment to a Behavior Support Plan

Rob Horner and Anne ToddUniversity of Oregon

TA-Center on Positive Behavior Supportwww.pbis.org

Assumptions and Objectives• Assumptions

▫ Participants already conduct functional behavioral assessment

▫ Participants are working with teams to build behavior support plans for individual students.

• Objectives▫ Define core features of behavior support plans

▫ Define a process for helping a team move from FBA to Behavior Support Plan content that is technically sound and contextually appropriate.

▫ Define process for adapting planning process at your school.

Main Messages•Know the “foundation” information BEFORE

building a plan: What, Where, When, Why

•Make the plan fit the student and the context Efficient, tailored support

•Learn the difference between “typical” “complex” and “advanced” behavior support.

•Implement behavior support planning within school-wide systems.

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

Secondary Prevention:

Specialized GroupSystems for Students

with At-Risk Behavior

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

~80% of Students

~15%

~5%

School-Wide Positive Behavior

Support

•Behavior support is the redesign of environments, not the redesign of individuals

•Positive Behavior Support plans define changes in the behavior of those who will implement the plan. ▫A behavior support plan describes what

we will do differently.

A Context for PBS

• Prevention Teaching as the most effective approach Environmental redesign, Antecedent

Manipulations• Function-based support

Functional assessment Team-based design and implementation of support

• Comprehensive Interventions Support plans with multiple elements Link Behavior Support to Lifestyle Plan Person-centered planning, Wraparound, Systems of

Care• Systems Change

Intervention at the “whole-school” level Systems that nurture and sustain effective

practices Systems that are durable

Major Changes in Behavior Support

•Define critical features of environments where the focus person will be successful.▫Behavior support plans describe what we

will do differently to establish these critical features.

•Facilitate consistency across multiple implementers.

•Provide professional accountability.

Purposes of Behavior Support Plan

Behavior Support ElementsProblem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

*Team*Specialist

*Hypothesis statement*Competing Behavior Analysis *Contextual Fit

*Implementation Plan

*Technical Adequacy* Strengths

* Preferences

* Lifestyle vision

Functional Behavioral Assessment•Defined:

▫Functional behavioral assessment is a process for identifying the events that reliably predict and maintain problem behavior.

Outcomes of a Functional Behavioral Assessment• Operationally defined problem behavior(s)

▫ By response class

• Identify routines in which the problem behavior is most and least likely to occur

• Define the antecedent events (triggers; setting events) that predict when the problem behavior is most likely

• Define the ONE consequence that contributes most to maintaining the problem behavior in that routine.

• Summary Statement of findings.

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head HitIn room with Noise and/or many people

Avoid noise/peopleAllergies

Primary Purposes of Functional Behavioral Assessment

• The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support.

Behavior support plans built from functional assessment are more effective Didden et al., 1997 Newcomer & Lewis, 2006 Carr et al., 1999 Ingram, Sugai & Lewis-Palmer Ellingson, et al., 2000; Filter (2004)

• Create order out of chaos Define contextual information, where, when, with whom, etc.

• Professional accountability

• FACTS

Effective Environments• Problem behaviors are irrelevant

▫ Aversive events are removed▫ Access to positive events are more common

• Problem behaviors are inefficient▫ Appropriate behavioral alternatives available▫ Appropriate behavioral alternatives are taught

• Problem behaviors are ineffective▫ Problem behaviors are not rewarded▫ Desired behavior ARE rewarded

Place Summary Statement in Competing Pathways Model•Use information from interviews and

observations to summarize: Problem behavior Antecedent Triggers Maintaining Consequences Setting Events

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

DesiredAlternative

AcceptableAlternative

TypicalConsequence

Reprimand during

prior class

Playground

Scream at /

threaten others

Get access to game or equipme

nt

Play with others

Peer social interaction

Use “pass”

Ask supervisor

Which of the Following are Appropriate Alternative/Replacement Behaviors?

▫Jason is nine and cries when asked to do difficult tasks. The crying is maintained by avoiding or escaping the tasks.

•Possible Replacement Behaviors:▫More rewards for doing tasks▫Asking for a break from tasks▫Asking to do something other than the

tasks▫Requesting adult attention▫Asking to have soda after tasks are done

Which of the Following are Appropriate Alternative/Replacement Behaviors?

▫Jason is nine and cries when asked to do difficult tasks. The crying is maintained by avoiding or escaping the tasks.

•Possible Replacement Behaviors:▫More rewards for doing tasks▫Asking for a break from tasks▫Asking to do something other than the

tasks▫Requesting adult attention▫Asking to have soda after tasks are done

Which of the Following are Appropriate Alternative/Replacement Behaviors?▫Leslie is 12, has severe intellectual

disabilities, does not use words, and hits her head. Head hitting is maintained by adult attention during work periods.

•Which is the best Replacement Behavior▫hide under her desk and be ignored▫sign for “more” to another student▫take completed work up to show the teacher▫move to sit by another student▫engage in stereotypies

Which of the Following are Appropriate Alternative/Replacement Behaviors?▫Leslie is 12, has severe intellectual disabilities,

does not use words, and hits her head. Head hitting is maintained by adult attention during work periods.

•Which is the best Replacement Behavior▫hide under her desk and be ignored▫sign for “more” to another student▫take completed work up to show the

teacher▫move to sit by another student▫engage in sterotypies

Leading a Team from FBA to BSP

• 1. Summarize FBA

• 2. Define goals of BSP process: Make problem behavior irrelevant Make problem behavior inefficient Make problem behavior ineffective Do all this in a contextually appropriate manner

• 3. Lead discussion to identify options Ask questions, don’t give solutions Paraphrase, elaborate, integrate Always bring group back to FBA logic Produce multiple ideas (elements)

BEHAVIOR SUPPORTPLANNING

COMPETING PATHWAYS

Make Problem BehaviorIrrelevant

Make Problem Behavior

Inefficient

Make Problem Behavior

Ineffective

And Positive Behavior

More Effective

Examples of Interventions

Leading a Team from FBA to BSP• 4. Given an array of possible BSP elements, shift

discussion to contextual fit.▫What elements are feasible, acceptable, sustainable?’▫What is the smallest change that will produce the largest

effect?

• Contextual Fit:▫The extent to which the people who will implement a behavior

support plan find the elements of the plan Consistent with their personal values Consistent with the professional skills Consistent with the resources available in the setting Consistent with the available administrative support

Leading a Team from FBA to BSP•5. Transform ideas for BSP elements

into a formal plan for implementation▫Who will do what, when, and how will we

know?

BEHAVIOR SUPPORTPLANNING

COMPETING PATHWAYS

On Mondays and/or when up all of the

night before.

Daily nongraded quiz on previous night’s

homework

Verbal protests, slumpin chair, walks out of

room.

Avoids doing quiz &homework discussion.

Do quiz withoutcomplaints.

Discussion about answers & homework.

Turn in with name &sit quietly w/o interrupting.

Make problem behavior irrelevant.

Make problem behavior irrelevant.

Make problem behavior inefficient.

Make problem behavior ineffective.

Interventions

Make desired behavior effective

BEHAVIOR SUPPORTPLANNING

COMPETING PATHWAYS

On Mondays and/or when up all of the

night before.

Daily nongraded quiz on previous night’s

homework

Verbal protests, slumpin chair, walks out of

room.

Avoids doing quiz &homework discussion.

Do quiz withoutcomplaints.

Discussion about answers & homework.

Turn in with name &sit quietly w/o interrupting.

Give time to review

homework.

Give quiet time before starting.

Give easy “warm-up” task

before doing quiz.

Precorrect behavior options &

consequences.

Teach options to problem behavior:

1. Turn in blank2. Turn in with

name3. Turn in with

name & first item done.

4. Turn in with name &

50% completed.

With first sign of problem

behaviors, remove task, or

request completion of

task next period.

Remove task based on step in

task analysis (STO).

Provide effective verbal praise &

other reinforcers.

• Set Up (description, strengths, vision) Outline BSP Template

• Assessment (FBA, Person-Centered Plan, Wraparound) Operational Descriptions, Routines, FA Hypotheses

• Prevention

• Teaching/Education

• Consequence Procedures Minimize reward for problem behavior Ensure regular, clear reward for positive behavior Punishers (if needed)

• Define safety/emergency procedures (if needed)

• Evaluation and Monitoring for Improvement Steps for implementation

Outline of a Behavior Support Plan

Examples:Define (a) FBA summary statement (b) prevention strategy, (c) teaching, (d) extinction, (e) consequences, and (f) monitoring

•Emmit

•Eric

•Rayette▫FACTS▫Behavior Support Plan

Summary• Invest in building consensus around FBA summary statement.

• Recruit strategies that are local, practical, but still consistent with FBA…(Lead don’t tell). Recruit local knowledge

• Build efficient plans (the smallest changes that produce the largest effect)

• Ensure that the plan includes procedures for getting implementation to occur.

• Always include procedures for evaluation▫ Are we doing what we said we would do?▫ Is the process having an effect on the student?