Addressing Individual Challenging Behavior through Function-based Support
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Transcript of Addressing Individual Challenging Behavior through Function-based Support
Addressing Individual Challenging Behavior through
Function-based Support
George SugaiUS Dept. of Educ.Center on PBIS
Center for Behavioral Education & ResearchUniversity of Connecticut
July 1 2011
www.pbis.org www.cber.org [email protected]
BIP Basics
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
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
DesiredAlternative
AcceptableAlternative
TypicalConsequenceSummary Statement
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Lack of peercontact in 30
minutes.
Do difficultmath
assignment.
Noncompliance,profanity,physical
aggression,
Avoid task,remove from
class.
DesiredAlternative
TypicalConsequence
Points,grades,
questions,more work.
Do workw/o
complaints.
Summary Statement
AcceptableAlternative
Ask forbreak,ask forhelp.
Why is function important?Because consequences compete!!
Function
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
DesiredAlternative
TypicalConsequenceSummary Statement
AcceptableAlternative
Setting EventManipulations
AntecedentManipulations
ConsequenceManipulations
BehaviorManipulations
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Lack of peercontact in 30
minutes.
Do difficultmath
assignment.
Noncompliance,profanity,physical
aggression,
Avoid task,remove from
class.
DesiredAlternative
TypicalConsequence
Points,grades,
questions,more work.
Do workw/o
complaints.
Summary Statement
AcceptableAlternative
Ask forbreak,ask forhelp.
Function
Setting EventManipulations
AntecedentManipulations
ConsequenceManipulations
BehaviorManipulations
Teach options to problem behavior:1. Ask for break2. Ask for help3. Turn in assignment as is.
Teach missing math skills
Arrange for peer interaction before math class
Provide positive adult contact
Sit with preferred peer
Introduce review type problem before difficult tasks
Remind of alternative behaviors
Do first problem together
Immediately 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
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Rides citybus
Teachercorrectspeers
ProfanityVerbal
protests
Teacherattention
DesiredAlternative
TypicalConsequence
Delayedteacher
attention.
Ignore &problem
solvelater
Summary Statement
AcceptableAlternative
Discussin
private
Function
Setting EventManipulations
AntecedentManipulations
ConsequenceManipulations
BehaviorManipulations
Teach J. how, when, & where to express verbal protest, & how to walk away from problem situations in transitions.
On days city bus ridden, check in with counselor to review days schedule & walk with counselor to classroom
Give >3 positive acknow-ledgements per min. to peers during transitions.
Give private & quiet corrections to peers.
Remind J. of acceptable & desired replacement behaviors
When J. engages in problem behavior immediately disengage from him, & engage peers.
When J. engages in replacement behaviors provide adult attention (discussion)
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.
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.
+ 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.
BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
Neutralize/eliminate
settingevents
Add relevant & remove irrelevanttriggers
Teach alternativethat is more
efficient
Add effective & & removeineffectivereinforcers
7. How quality of function-based behavior intervention plans be improved?
1. BIP should reflect information from FBA
2. BIP should describe what should adults do
3. BIP will vary across settings based on TH & RC function
4. Student, family, &/or advocates should participate in planning
• (a) direct knowledge & experience with student, (b) behavioral expertise, & (c) implementation fluency
5. BIP should be developed by team of individuals who collectively have
6. Teams should develop formal routine & structure for developing BIP
• (a) make formative decision, (b) check implementation fidelity, & (c) evaluate progress toward intended outcomes
7. Progress should monitored continuously to
FBA/BIP Team Process Steps
7. Develop strategies for monitoring & evaluating implementation of BSP.
6. Develop details & routines for full implementation of BSP.
5. Develop BIP.
4. Develop “competing pathways” summary statement.
3. Collect direct observation data to confirm summary statement.
2. Develop testable hypothesis or summary statement.
1. Collect information.
BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
Neutralize settingevent
Make triggers irrelevant.
Make problem behavior
inefficient.
Make consequences ineffective.
6 FBA Misrules1. Only one way to conduct
FBA….– FA process is basically same– Methods for collecting data may vary
• Observe• Ask• Review records• Test
NO
2. Must do everything every time….
• Base FBA activity on what you know• FBA is systematic planning process
NO
3. Everyone has to know how to do a full FBA….
• Small number of people must have high fluency
• All people must know process & what to expect
• Some individuals must work on sustainability
NO
4. FBA is it…..• One component of comprehensive plan of
behavior supportacademic, medical, vocational, mental health, etc.
NO
5. FBA is only for students with disabilities…
• Process for behavior of all individuals across multiple settings
NO
6. “Power,” “authority,” “control,” etc. are functions….
2 research validated functions
Pos. & Neg. Reinf.
NO
Implementation Example:
Bullying Prevention
Bullying Program Component Review Purpose
Identify programming components of established methods
Identify skills of key groups
Determine adherence to RTI prevention & intervention logic
Preliminary Conclusions
Develop method that outlines strategies for all key groups
Operationally define behaviors & “focus skills” for all key members
Emphasize identification & teaching skills for students engaging in bullying behavior
Emphasize data use to make programming decisions.
What is “bullying?”
Remember
“Label behavior, not
people…’
So, say, “bully behavior”
Behavior
Verbal/physical
aggression, intimidation, harassment,
teasing, manipulation
Why do bully behavior?
Get/obtain
E.g., stuff, things, attention, status, money, activity,
attention, etc.
Escape/avoid
E.g., same…but less likely
• Victim attention• Bystander attention• Self-delivered praise• Tangible access
Why is “why” important?
Teach effective, efficient, relevant alt. SS
Remove triggers
of BB
Add triggers
for alt. SS
Remove conseq.
that maintain
BB
Add conseq.
that maintain
SS
PREVENTION
De-emphasis on adding consequence for problem behavior
Contextor
Setting
InitiatorTarget
Bystander Staff
Continuum of Behavior
Fluency
Four basic strategies….if
you do nuthin’ else….
• Label student• Exclude student• Blame family• Punish student• Assign restitution• Ask for apology
• Teach targeted social skills
• Reward social skills• Teach all• Individualize for non-
responsive behavior• Invest in positive
school-wide culture
Doesn’t Work Works
• “Stop-Walk-Talk”• “Talk-Walk-Squawk”• “Whatever & Walk”
1. Teach commo
n strategy
to all
MUST…..• Be easy & do-able by all• Be contextually relevant• Result in early disengagement• Increase predictability• Be pre-emptive• Be teachable• Be brief
www.pbis.org
Scott Ross, University of Oregon38
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Baseline Acquisition Full BP-PBS Implementation
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Num
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f Inc
iden
ts o
f Bul
lyin
g Be
havi
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School Days0
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School 1
Rob
Bruce
Cindy
Scott
Anne
Ken
School 2
School 3
3.14 1.88 .88 72%
Scott Ross, University of OregonBP-PBS, Scott Ross 39
Conditional Probabilities of Bystander Responses to Problem Behavior
0%
10%
20%
30%
40%
50%
"Sto
p"
"Wal
k"
Pos
itive
Res
pons
e(la
ughi
ng/c
heer
ing)
Neg
ativ
eR
espo
nse
(cry
ing/
fight
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back
)
No
Res
pons
e
Prob
abili
ty o
f Res
pons
eBaselineBP-PBS
21% increase
22% decrease
• Analyze problem setting• Reteach• Anticipate, remind, &
practice• Replace triggers &
maintainers• Reinforce desired
2. Precorrect Before, During,
After
• Move• Scan• Interact positively• Model expectations• Reward appropriate
behavior• Remind & precorrect
3. Actively Supervis
e
Name______________________________ Date_____________
Setting □ Hallway □ Entrance □ Cafeteria
□ Playground □ Other_______________ Time Start_________
Time End _________
Tally each Positive Student Contacts Total #
Ratio of Positives to Negatives: _____: 1Tally each Negative Student Contacts Total #
Non-Classroom Management: Self-Assessment
1. Did I have at least 4 positive for 1 negative student contacts? Yes No
2. Did I move throughout the area I was supervising? Yes No
3. Did I frequently scan the area I was supervising? Yes No
4. Did I positively interact with most of the students in the area? Yes No
5. Did I handle most minor rule violations quickly and quietly? Yes No
6. Did I follow school procedures for handling major rule violations? Yes No
7. Do I know our school-wide expectations (positively stated rules)? Yes No
8. Did I positively acknowledge at least 5 different students for displaying our school-wide expectations?
Yes No
Overall active supervision score:
7-8 “yes” = “Super Supervision”
5-6 “yes” = “So-So Supervision”
<5 “yes” = “Improvement Needed”
# Yes______
• Specific• Informative• Frequent• Effective• Contextually relevant• Sincere
4. Reinforce Taught
Skills
Behavior Support Elements
Problem Behavior
Functional Assessment
Intervention & Support Plan
Fidelity of Implementation
Impact 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