Addressing Individual Challenging Behavior through Function-Based SupportGeorge SugaiUniversity of ConnecticutCenter on Positive Behavioral Interventions & Supportswww.PBIS.org

PurposeProvide overview of critical features of function-based approach to addressing problem behaviorFunction Matters!

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Outcomes (Answers)Supporting contextEffective SWPBSFeatures & requirements of function-based approach to behavior supportProcessBehavioral description of functionGet or escape/avoidSteps in function-based approach to behavior intervention planningBehaviorally competent team

Behavior Support ElementsProblem BehaviorFunctional AssessmentIntervention & Support PlanFidelity of ImplementationImpact on Behavior & Lifestyle*Response class*Routine analysis*Hypothesis statement*Alternative behaviors*Competing behavior analysis *Contextual fit*Strengths, preferences, & lifestyle outcomes*Evidence-based interventions*Implementation support*Data plan*Continuous improvement*Sustainability plan Team-based Behavior competence

PrerequisitesEffective school-wide system of behavior support in placeLocal behaviorally competent teamFunction-based approach

Primary Prevention:School-/Classroom-Wide Systems forAll Students,Staff, & SettingsSecondary Prevention:Specialized GroupSystems for Students with At-Risk BehaviorTertiary Prevention:Specialized IndividualizedSystems for Students with High-Risk Behavior~80% of Students~15% ~5% CONTINUUM OFSCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIORSUPPORT

SYSTEMSPRACTICESDATASupportingStaff BehaviorSupportingDecisionMakingSupportingStudent BehaviorPositiveBehaviorSupportOUTCOMESSocial Competence &Academic Achievement

What is FBA?A systematic process for developing statements about factors thatcontribute to occurrence & maintenance of problem behavior, & more importantly, serve as basis for developing proactive & comprehensive behavior support plans.

What is Function Based Support?Foundations in behavioral theory, applied behavior analysis, & positive behavior supportAttention to environmental contextEmphasis on function of behaviorFocus on teaching effective, efficient, & relevant behaviorsAttention to behavior of implementers

Functional approach logicBehaviors are maintained by consequence events (function)Positive or negative reinforcementBehaviors are occasioned by antecedent eventsRelate antecedent to emission of behavior & likelihood of consequence event Changing behaviors requires consideration of maintaining consequences

Only 2 Basic FunctionsPos ReinfNeg ReinfExisting aversive condition identified

Problem Behavior

Obtain/Get Something

Escape/Avoid Something

Social

Tangible/Activity

Adult

Stimulation/Sensory

Peer

MORE INFORMALEASIERSIMPLEINDIRECT

MOREDIRECTCOMPLICATEDDIFFICULTFORMAL

RequirementsBehavior must be considered within context in which it is observed.Intensity of behavior support plans must be matched to intensity of problem behavior.

Local behavioral competence must be available.FBA processDevelopment, implementation, & evaluation of plansCollection & analysis of dataKnowledge about research validated practices

Decisions must be data-based. Staff must receive continuous feedback on their implementation of behavior intervention plans. Effective school-wide system of behavior support must be in place. FBA process should be team based

When has FBA been done?Clear & measurable definition of problem behaviors.Complete testable hypothesis or summary statement is provided.Statement of function (purpose) of behavior3.Data (direct observation) to confirm testable hypothesis.Behavior intervention plan based on testable hypothesisContextually appropriate supports for accurate implementation

FBAElementsContextuallyAppropriateSupportTestableHypothesisFunctionStatementCompetingPathAnalysisSupportingDataBehaviorInterventionPlanDefinition ofProblem Behavioror Class

Defining behaviorMust result in clear, measurable, & objective descriptions of individual, groups, or sequences of related behaviorsAny observable or measurable action or act.Observable beginning & endHas measurable dimension(s)Frequency, duration, latency, force, topography, locus

Consider behavior dimensions:Topography/shapeFrequencyDurationLatency,Intensity or forceLocus

Non- v. Observable(-)hyperactivity(+)initiates 5 different tasks within 2 minutes(+)leaves room at least 3 times during a 30 minute lesson(+).

Consider response classSet of topographically different behaviors with similar or related purpose or functionHit, spit, runaway, yellEscape difficult task requestCry, hit, whine, raise hand, spit..Obtain adult attention

Consider response chainsPredictable sequence of behaviorsPossibly different functions at beginning & end of chains

Ex1. Behavior ChainGiven doable task, student Whispers that work is stupid, Writes on papers, Says work is stupid,Throws paper in waste basket, & Leaves room.

What is function of behavior? (Test)

Ex2. Given difficult task, studentSays this work is stupid,Pokes student at next table,Argues with student,Tells teacher to butt out,Threatens teacherRuns away from teacher who chases.

What is function of behavior? (Test)

Setting EventsTriggeringAntecedentsMaintainingConsequencesProblemBehaviorTestable HypothesisBasic UnitBest guess about behavior & conditions under which it is observed

Represents basic working unit of FBA

Directly guides development of BIP

FeaturesBest guess about behavior & conditions under which it is observed Composed of (a) problem behavior, (b) triggering antecedent, (c) maintaining consequences, & (d) setting events.Represents basic working unit of FBA

Setting EventsTriggeringAntecedentsMaintainingConsequencesProblemBehaviorTestable HypothesisBasic UnitFollowing events that maintain behaviors of concernPreceding events that trigger or occasionSet of related behaviors of concernInfrequent events that affect value of maint. conseq.

Setting Events Unique situations in which factors unique to individual Make problem behavior more intense or more likely to occur (e.g., illness, fatigue, hunger, social conflict).By changing value of reinforcersE.g., praise less effective, peer attention is more reinforcing, work completion is less important.

Work completion is less important (reinforcing) to Demetri after he has had an argument with his girlfriend before class, orColognes use of verbal profanity is more likely (escape) when she hasnt had enough sleep night before, orPeer attention is less distracting (reinforcing) when Manuella isnt feeling well.

Lack of sleep decreases value (reinforcement) of getting to school on time, increases value of going to Hot Dog Haven.Lack of breakfast increases value (reinforcement) of getting sent to office (by fending machines) for failing to follow directions.Having a fight with boyfriend decreases value (reinforcement) of listening to lecture.Getting >50% of problem wrong decreases value (reinforcement) of starting new worksheets.

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 eventAntecedentResponseConsequenceMisses 12:30medicationTeachersmakemultipletask demandsSequoia makesnegative self-statements &writes profanelanguageTeacher sendsSequoia to office for beingdisrespectfulWhat function?Avoid difficult tasks

Setting eventAntecedentResponseConsequenceCaesar isteased severaltimes about hishair by his friends beforeclassHis teacherstares at his hair in classCaesar askshis teacher what shesstaring atHis teachersends him toin-school detentionCaesar 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

Setting eventAntecedentResponseConsequenceCleo is new to the 6th grade, & English is her second language. When another student approaches & says something to her in English, Cleo turns away. The other student walks away. This happens several times during the day.New studentStudentapproaches &speaks inEnglishCleo turns awayOther student walksawayWhat function?Escape peer attention

Setting eventAntecedentResponseConsequenceWhen his teacher asks him what the capitol city of a country is, Napoleon gives the correct answers. His teacher praises his correct answer, & tells him he may work by himself or a friend on the rest of the assignment.NoneTeacher askswhat capitolcity of countryisNapoleongive correctanswerTeacher givesverbal praise & time to workwith a friendWhat function?Access peer &adult attention

Setting eventAntecedentResponseConsequenceAs Veloce is walking, other kids look at him & say whats up? He looks back and says: Who ya lookin at?! Ya want some of this?! Ya talkin to me?! Kids shake their heads & all him weirdo.??Look at him.Whats up!Who yalookin at?Ya wantSome? Yatalkin to me?Kids shakeheads & call him weirdoWhat function?Access OR escapepeer attention?How do you know?How do you know?Assess?

TE is best guess.What if testable hypothesis is incomplete or inaccurate?Review what you knowCollect more informationChange hypothesis statementTest/confirm new hypothesis statement

TE1 for Hillary:"When Hillary sits next to Bill, Hillary whispers in his ear. Bill laughs."Test manipulation?Put Al in Bills seat.Effect:Hillary whispers in Als ear.Develop new TE!

TE2:When Hillary sits next to boys, she whispers in their ears. The boys laugh.Test manipulation?Put Monica in Bills seat.Effect:Hillary does not whisper.

Avoid explanatory fictionsRestatement of problem & not measurable(-) Shes aggressive because shes angry(+) When she is teased about her looks & family, she uses profanity & hits until the teasing stops.

Avoid explanatory fictionsNot measurable or testable(-) Hes emotionally disturbed(+) When he is with peers, he talks about hurting them & himself.

PetuniaProblem: Petunia is in 9th grade & very inattentive. In class, she is forever inattentive, distractible, off-task, & bothering others.Explanatory fiction: Petunia has ADHD & conduct disordersTestable hypothesis: Petunia works on each assignment for about 2 minutes, answers before presentation of questions are completed, asks other students for help, & gets out of her seat 12 times per 30 min. period.

RhusProblem: Rhus is an 11th grader with autism. Hes high functioning but is hated by his peers. When he gets frustrated, he screams & bites his hand.Explanatory fiction: Rhus has Fragile X & is emotionally disturbedTestable hypothesis: Rhus has verbal skills to describe his situation, but if presented with difficult academic work & short timelines, he screams until teachers help him. If peers tease him, he bites his hand, & the teasing stops.

CatoneasterProblem: Catoneaster is a 7th grader who resists going to school each morning.Explanatory fiction: Catoneaster has parent separation anxietyTestable hypothesis: Catoneaster finds attention from his Dad to be very rewarding. His mother died when he was 5 years old. When he argues with his Dad in the parking lot, his Dad takes him out for breakfast & brings him back during 2nd period.

AzaleaProblem: Azalea is an 8th grader who skips most of her morning classes.Explanatory fiction: Azalea is a school phobic.Testable hypothesis: On days she misses breakfast, Azalea goes to the cafeteria to eat instead of going to class. When she gets to the cafeteria, she visits with her friends until a teacher tells her to go class. Her friends tell her she is cool the way she talks to teachers & skips 1st period.

Setting eventAntecedentResponseConsequenceWRITE TESTABLE HYPOTHESIS: As Veloce is walking, other kids look at him & say whats up? He looks back and says: Who ya lookin at?! Ya want some of this?! Ya talkin to me?! Kids shake their heads & all him weirdo.??Look at him.Whats up!Who yalookin at?Ya wantSome? Yatalkin to me?Kids shakeheads & call him weirdo

Example 1: Different behaviors with different functionsKirstens teachers agree that she has two behaviors that interfere with her social success at school, & develop two testable hypotheses:

Get adult attentionEscape peer social

Example 2: Same behaviors with different functions Amy teachers have noticed two different conditions when Amy displays same problem behaviors. They developed following two testable hypotheses:

Avoid peer attentionGet adult social

Functional Assessment Checklist for Teachers FACTSSTEP 1: Student/ Grade: _____Clarence/5th grade_____Date: ____January 11___________Interviewer: ___________Sugai________Respondent(s): ____Thomas_____

STEP 2: Student Profile: Please identify at least three strengths or contributions the student brings to school.C. has leadership potential. Peers listened to him, and he can be very convincing and sincere. Hes academically competent and seems to be moving smoothly and successfully through the school curriculum.

STEP 3: Problem Behavior(s): Identify problem behaviors___Tardy_X Fight/physical Aggression ___ Disruptive___ Theft___ UnresponsiveX Inappropriate Language_X__ Insubordination___ Vandalism___ Withdrawn_X__ Verbal Harassment____Work not done___ Other __________ ____X _ Verbally Inappropriate___ Self-injuryDescribe problem behavior:C. may have one of the shortest fuses Ive seen. One little tease by a peer, and he quickly and predictably escalates through a behavioral sequence that begins with passive in subordination (non response), moves to a mild protest, shifts to harassment and name calling, increases to property damage and even to physical aggression. Its interesting that he seems to enjoy the reactions he gets from peers that he aggresses toward, and from peers who look up to him for his aggressiveness.

STEP 4: Routine Analysis

Schedule(Times)ActivityLikelihood of Problem BehaviorSpecific Problem Behavior8:00Waiting to enter buildingLow High1 2 3 4 5 6See escalation described above8:15Advisory & Planning1 2 3 4 5 6Mostly teasing and touching property of others. Doesnt escalate much further9:15Language Arts1 2 3 4 5 6Occasional name calling/teasing10:15Recess1 2 3 4 5 6See escalation described above11:30Math1 2 3 4 5 6Occasional teasing12:00Lunch1 2 3 4 5 6See escalation described above12:35Earth Science1 2 3 4 5 6Minor verbal harassment1:15Art or Phy Ed1 2 3 4 5 6See escalation described above2:00Reading1 2 3 4 5 6Rarely a problem2:50Waiting for bus1 2 3 4 5 6See escalation described above

Fundamental Rule!You should not propose to reduce a problem behavior without also identifying alternative, desired behaviors person should perform instead of problem behavior (ONeill et al., 1997, p. 71).

Kutash, K., Duchnowski, A. J., & Lynn, N. (2006). School-based mental health: An empirical guide for decision makers. Tampa, FL: University of South Florida. Louis De la Parte Florida Mental Health Institute, Department of Child & Family Studies, Research & Training Center for Childrens Mental Health. http://rtckids.fmhi.usf.edu

Crone, D. A., & Horner, R. H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. New York: Guildford Press.

Crone, D. A., Horner, R. H., & Hawken, L. S. (2004). Responding to problem behavior in schools: The behavior education program. New York: Guilford Press.

Setting EventsTriggeringAntecedentsMaintainingConsequencesProblemBehaviorDesiredAlternativeAcceptableAlternativeTypicalConsequenceSummary Statement

Setting EventsTriggeringAntecedentsMaintainingConsequencesProblemBehaviorLack of peercontact in 30minutes.Do difficultmath assignment.Noncompliance,profanity,physicalaggression,

Avoid task,remove fromclass.DesiredAlternativeTypicalConsequencePoints,grades,questions,more work.Do workw/ocomplaints.Summary StatementAcceptableAlternativeAsk forbreak,ask forhelp.Why is function important?Because consequences compete!!Function

Setting EventManipulationsAntecedentManipulationsConsequenceManipulationsBehaviorManipulationsTeach options to problem behavior:1. Ask for break2. Ask for help3. Turn in assignment as is.

Teach missing math skillsArrange for peer interaction before math class

Provide positive adult contact

Sit with preferred peerIntroduce review type problem before difficult tasks

Remind of alternative behaviors

Do first problem togetherImmediately reinforce entering class.

Provide reinforcer w/in 1 min. of starting task (3 min., 5 min., 10 minutes)

Give break & help

Sit with preferred peer when done

On Mondays and/or when up all of the night before.Daily nongraded quiz on previous nightshomeworkVerbal protests, slumpin chair, walks out ofroom.Avoids doing quiz &homework discussion.Do quiz withoutcomplaints.Discussion about answers & homework.Turn in with name &sit quietly w/o interrupting.

On Mondays and/or when up all of the night before.Daily nongraded quiz on previous nightshomeworkVerbal protests, slumpin chair, walks out ofroom.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.+ With first sign of problem behaviors, remove task, orrequest completion of task next period.+ Remove task based on step in task analysis (STO).+ Provide effective verbal praise & other reinforcers.Teach options to problem behavior:1. Turn in blank2. Turn in w/ name3. Turn in w/ name & first item done.4. Turn in w/ name & 50% of items done.

BIP GuidelinesDesign antecedent strategies to make triggering antecedents irrelevant.so they no longer serve as triggers.Design behavior teaching strategies to make problem behaviors inefficient.so more acceptable behaviors are easier to do.

3.Design consequence strategies to make maintaining consequences ineffectiveso they no longer are present or are less reinforcing.4.Design setting event strategies to eliminate or neutralize effects of setting eventsso they have less impact on routines & reinforcers.

Neutralize/eliminatesettingeventsAdd relevant & remove irrelevanttriggersTeach alternativethat is moreefficientAdd effective & & removeineffectivereinforcers

FBA Team Process StepsCollect information.Develop testable hypothesis or summary statement.Collect direct observation data to confirm summary statement.Develop competing pathways summary statement.Develop BIP.Develop details & routines for full implementation of BSP.Develop strategies for monitoring & evaluating implementation of BSP.

Process GuidelinesConducted by teamBehaviorally competentStudent-knowledgeableLed by behavior specialistLink behavioral strategies to summary statementEnsure that implementers are fluentMonitor continuously & evaluate early

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*FBA process