E8. Complex Functional Behavioral Assessment and Behavior Intervention Planning Dave Kunelius WI RTI...

E8. Complex Functional Behavioral Assessment

and Behavior Intervention Planning

Dave Kunelius WI RTI Center Technical Assistance Coordinator - PBIS

The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this PowerPoint and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material

Wisconsin RtI Center

Our mission is to support schools through the phases and sustainability of their RtI system implementation.

The core reason that the Wisconsin RtI Center exists is to develop, coordinate and provide high-quality professional development and technical assistance…as well as to gather, analyze and disseminate RtI implementation data to enhance the support of schools’ implementation.

An organizational framework that guides implementation of a culturally responsive, multi-level system of support to achieve academic and behavioral success for all

Wisconsin RtI

Participant Engagement

• Polls - Who is here today

• Spinner – What is one thing you are most proud of in your PBIS work so far

M. K. Strickland-Cohen (2011) ECS, University of Oregon

Need graphic for each of these, so participants have visual identifier

M. K. Strickland-Cohen (2011) ECS, University of Oregon 5

This is the a six-part series of training sessions on utilizing FBA data to develop behavior support plans for students with

moderate to severe behavior problems in schools.

Brief Complex

For: Students with mild to moderate problem behaviors (behaviors that are NOT dangerous or occurring in many settings)

Students with moderate to severe behavioral problems; may be dangerous and/or occurring in many settings

What: Relatively Simple and Efficient process for behavior support planning based on “practical” FBA data

Time-intensive process that involves emergency planning, family-centered planning, and collaboration with outside agencies

Developed by whom:

Team of school-based professionals (e.g., PBS team members whose job responsibilities include FBA and behavior support planning)

School-based team including professionals trained to develop and implement intensive interventions for students with severe problem behaviors (e.g., behavior specialist)


Training Objectives• Training sessions focus on teaching you to lead a

behavior support team through the process of: 1. Walking a family and team through the FBA process

1. Collecting and sharing data from multiple environments/perspectives2. Examining full range of behavioral challenges, antecedents and consequences

to hypothesis function

2. Moving from a completed FBA to a Behavior Support Plan designed to:

- Prevent problem behaviors from occurring - Teach alternative and desired behaviors- Reward appropriate behavior while minimizing the payoff for problem behavior

3. Developing Implementation and Evaluation plans detailing specific procedures, responsibilities, and timelines for:

- Putting the BSP into action - Evaluating the effectiveness of the plan.


WI PBIS NetworkTraining Sessions

Session #1: Building Competing Behavior Pathways – Review, transition to complex FBA.BIP

Session #2: Gathering information - Family engagement, school data tools

Session #3: Putting it all together – creating the FBA

Session #4 Completing the BIP

Session #5 Progress Monitoring the plan


Objectives for Session #1: Building Competing Behavior Pathways

By the end of this training session Team Leaders will be able to:

1. Explain the difference between ‘mild to moderate’ and ‘severe/complex’ problem behaviors

2. Label the essential components of an FBA summary statement

3. Describe the three essential characteristics of alternative behavior

4. Identify examples and non-examples of appropriate alternative behaviors given sample scenarios

5. Construct an example summary statement including antecedents, behavior, consequence, and function, and provide examples of appropriate and inappropriate alternative behaviors

Pretest poll – 1-5 scale of current

knowledge

Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

Check-in Check-out (CICO)

Group Intervention with Individualized Feature (e.g., CICO with ind. features and Mentoring)

Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)

Complex or Multiple-domain FBA/BIP

Wraparound/RENEW

ODRs,Credits, Attendance, Tardies, Grades,

Daily Progress Report (DPR)

Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.

Social/Academic Instructional Groups (SAIG)

Positive Behavior Interventions & Supports:A Multi-Level System of Support Model (MLSS)

Wisconsin PBIS Network, Revised Aug. 2014 Adapted from T. Scott, 2004

Tier 2/Secondary

Tier 3/

Tertiary

Inte

rven

tion

Assessm

ent Individually designed progress monitoring tools

Data-Based Decision MakingNumbers to Keep in Mind

• 7-15%: Percent of total population expected to need and be supported by Tier 2 interventions

• 1-5%: Percent of total population expected to need and be supported by Tier 3 interventions

• 70%: Percent of youth (receiving intervention “X”) that should be responding to intervention

• Data-based Decision-Rules for ‘determining response’ must be defined– Data sources defining response are efficient

• Ex. Daily Progress Report (DPR) cards: Student maintains an 80% average on DPR for 4 weeks

3-Tiered System of Support Necessary Conversations (Teams)

Complex

FBA/BIP

Problem Solving Team

Tertiary Systems Team

WRAP/RENEW

Secondary Systems

TeamPlans school-

wide and class-wide supports

Uses process data; determines overall

intervention effectiveness

Standing team; uses FBA/BIP process for one youth at a time

Uses process data; determines overall

intervention effectiveness

UniversalTeam

Improving Decision-Making

Problem Solution

From:

To:

Problem

Problem

Solving

Using

Data

Solution

Monitor

Outcome

Building FBA CapacityTeachers

StaffSchool

SpecialistDistrict

SpecialistBehaviorAnalysts

InformalFBA

X

Level I:Brief FBA

X X

Level II:Complex FBA

X X X

Level III:Functional Analysis

X X X X

Horner & Anderson, 2007

14

Brief Complex

For: Students with mild to moderate problem behaviors (behaviors that are NOT dangerous or occurring in many settings)

Students with moderate to severe behavioral problems; may be dangerous and/or occurring in many settings

What: Relatively Simple and Efficient process for behavior support planning based on “practical” FBA data

Time-intensive process that may involve emergency planning, family-centered planning, and collaboration with outside agencies

Developed by whom:

Team of school-based professionals (e.g., Problem-solving team members whose responsibilities include FBA and behavior intervention planning)

Individualized team including the family & professionals trained to develop and implement intensive interventions for students with severe problem behaviors (e.g., behavior specialist)

Brief to Complex FBA-BIP: Continuum


A Quick Review of

Behavioral Terms


FBA/BIP Behavioral Terms


Always Start by Defining the Behavior

2Routines/Antecedents/

Setting Events:

When _____happens….

1 Behavior:

the student does (what)__

3Consequence/Function

..because (why) ______


Defining Observable Problem Behaviors

• Definitions of behaviors need to be:– Observable: The behavior is an action that

can be seen.

– Measurable: The behavior can be counted or timed.

– Defined so clearly that a person unfamiliar with the student could recognize the behavior without any doubts!


Which is described in observable and measurable terms?

• hits with his fist –OR- aggressive

• bully –OR- takes money from peers

• psychotic –OR- says she hears voices

• arrives at class 10 minutes late –OR- irresponsible

• out of seat 55% of time –OR- hyperactive

Polls – check list – A or B


Review #1 (page 6)

• Provide an observable & measurable definition for ONE of these behaviors:

– Jeff is always disruptive in class. – Hailey is constantly off-task during math. – Brandon is defiant. – Alexis uses inappropriate language.

Spinner for response


Once you have defined the problem behavior…

Then: Where & When does the behavior occur? • Routines• Triggering Antecedents• Setting Events


Setting Events:


1 Behavior:



Antecedents vs. Setting Events

• Antecedents - occur immediately before and act as “triggers” for problem behavior

• Setting Events – indirectly “set-up” the problem behavior by temporarily altering the value of maintaining consequences.


Examples of Antecedents: “Triggers”

• When told to “shut up” by a peer, Ben hits the student

• When asked to read aloud in class, Tracy gets up and tells jokes

• Jessie often begins to cry, when praised during circle time

* Note: these are also described in observable and measurable terms


Examples of Setting Events: “Set ups”

• Lack of sleep or food• Having a fight on the way to school• Bad grade on a test / reprimands• Forgetting to take medication• Substitute teacher / changes in routine

Non-examples:• Diagnosis of autism or ADHD• “Bad” home life

* Note: Setting Events can be difficult to identify, are sometimes unknown.


After having an argument with his sibling at home before school, when peers approach Victor in the hallway and say, “Hello”, he yells “Leave me alone!” and “Go away!” Peers call him a weirdo and walk away.

What is the triggering antecedent?

- Peers approach and say “hello”

What is the setting event?

- Argument with sibling before school

Review #2

Spinner for response


Once you have defined the behavior (the

What) & know Where & When the behavior occurs…

Then: WHY does the behavior continue to occur (… outcome/what happens right afterwards)? What is the REINFORCER?


Setting Events:


1

Behavior:


3Outcome/Function

..because (why) ______


Reinforcement

• If a behavior is continuing to occur it is being reinforced…

• A REINFORCER: – is an outcome - an item, activity or event- that

follows a behavior and results in an INCREASE in that behavior.


Functions that Behavior ServesProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Adult

Stimulation/Sensory

Peer

use DPI version of functions from toolkit


Common Functions of Problem Behavior in School Settings

Obtain/ Access :

Peer attention

Adult attention

Desired activity

Desired object/ items

Avoid/ Escape:

Difficult Task

Boring Task

Easy Task

Physical demands

Non-preferred activity

Peer or Adult attention

Use dpi functions


Examples of Reinforcement

• Example 1: When Cleo yells out for teacher help during class, her teacher walks over to Cleo’s desk, tells her to keep her voice down, and explains that she is disturbing the other students. Cleo’s yelling increases.

• Example 2: When Hidalgo throws his work assignments on the floor, his teacher picks them up, marks a zero on them, & takes them away. His throwing of work assignments has increased.


Understanding Challenging Behavior as a Response Class

• Response Class- a group of behaviors that serve the same function.

During independent work, Marcus often talks-out, crumples up his papers, and puts his head down on his desk, resulting in escape from difficult academic tasks.

- In this example, talking-out, crumpling papers, and “putting head down on desk” are all part of the same response class.


Moving From FBA to BIP


From FBA to BIP

• One important purpose for conducting FBA is to inform the development of comprehensive Behavior Support Plans that directly address the FUNCTION of student behavior

• Start with FBA results, specifically the

Summary Statement


Essential Components of FBA Summary Statements

• The summary statement should include an observable description of:– Targeted Routine– Any identified Setting events / “Set-ups” – Antecedents / “triggers” for problem behavior– Operationally defined Problem Behavior– Consequences/outcomes that follow the

problem behavior– Primary Function of problem Behavior

• Multiple Functions = Multiple Summary Statements


Example

Summary Statement for Ben’s BehaviorIn Social Studies, when asked to read independently, Ben (a strong reader) often gets out of his seat, walks around the room, and jokes with peers. Ben’s peers laugh and talk to him as he walks by. This behavior is most likely to happen on days when Ben’s parents bring him to school (i.e., he doesn’t ride the bus with friends).

Setting event Antecedent Behavior Consequence/outcome

Routine:

Function:

Out of seat, walks

around room, jokes

with peers

Asked to read

independently

Peers laugh and talk

to Ben

Ben brought to

school by

parents rather

than riding bus

Access peer attention

Social Studies


Activity 1

Summary Statement for Jason’s Behavior:When Jason is asked to outline a book chapter in Language Arts, he often argues, refuses to work and uses profanity which results in being sent to the office for ‘disrespect’. This behavior is more likely if Jason has an altercation with a peer on the bus on the way to school.

Setting event Antecedent Behavior Consequence

Peer altercation on

bus on the way to school

Asked to outline

chapter

Arguing with teacher, refusing

to work, profanity

Teacher sends her to the office

Function: ESCAPE TASK

Routine:

(page 10)

Language ArtsSpinner for response


Activity 2 What is wrong with / missing from this

summary statement? Sarah often leaves her seat without permission, walks

around the room and talks with peers. Sarah’s peers laugh and talk with her. This behavior is more likely if she has forgotten to take her medication before school. The function of Sarah’s behavior is to gain access to teacher attention and to escape tasks.

Setting event Antecedent Behavior Consequence

Routine: _____________

Sarah forgets to take

medication

Walking around room, talking with peers

Attention from Peers

Function: Adult Attention

Escape from Tasks

Poll – check list – is each

item present


Critical Components of Behavior Support Plans

• #1: Competing Behavior Pathway

• #2: Function-Based Behavior Support Strategies

• #3: Implementation Plan

• #4: Evaluation Plan


Competing Behavior Pathway


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!!!


This is what we want…

Natural Consequence

Maintaining Consequence

Desired Behavior

Problem Behavior

Alternative Behavior

AntecedentSetting Event

Targeted Routine

But… start with the Alternative Behavior.


Desired vs. Alternative Behaviors

• Desired Behavior– Long term goal = Follow classroom routines without

problem behavior and with minimal supports• Often requires teaching complex skills that the student is

lacking (e.g., academic skills, social/communication skills, organizational skills)

• Alternative Behavior– An immediate attempt to reduce problem behavior

• Serves the same FUNCTION as the problem behavior• Allows team to implement support plan aimed at teaching

new skills and increasing desired behaviors• Should be a behavior that the student already engages

in or can be quickly learned with minimal instruction


Why the Alternative Behavior?

Success, teacher acknowledgment

Sent to hall to ‘calm down’

Function: escape task

Complete writing task

Crying, pushing

papers off desk

Raise hand & ask for break

Asked to complete

Independent writing tasks

None Identified

Routine: Language Arts

Why not go straight to the Desired Behavior?

1. This is what we’re asking the

student to do.

2. This is what the student wants now.

3. Look how different this is

from what’s happening now

4. The student is going to need to gain writing skills before being able

to do this like peers

5. So… in the meantime we

use the alternate behavior

Nadia


Three Essential Characteristics of Alternative Behavior

• Alternative Behavior:– Serves the same function as the problem

behavior (reliably results in the same type of outcome as the problem behavior)

– Is easier to do than the problem behavior• Requires less (or at least no more) physical effort

than the problem behavior

– Is socially acceptable


Identifying Appropriate Alternative Behavior • When Pam is asked to work on long-division

problems in math class, she argues, refuses to work, and uses profanity in order to avoid/escape the difficult task.

Which is the best alternative behavior?

• Move to sit by another student

• Request adult attention

• Request an easier task/worksheet

• Ask if she can play on the computer instead

• Ask for a reward for completing the task

1. Serve same

Function? Does it provide escape?

2. Is Behavior

easier to do than

problem behavior?

3. Is Behavior socially

acceptable?

poll


Identifying Appropriate Alternative 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 is the best alternative behavior? Why/Why Not?

• Ask to sit at the teachers desk during reading

• Raise hand and ask for a break

• Request help/adult attention

• Ask for a reward for completing the task

• Request an easier task

1. Serve same Function?

2. Is it Easier?

3. Is it Socially Acceptable?

Poll


Activity 3

• Complete the next one on your own.– Please write ‘yes’ or ‘no’ for each option AND

explain why or why not?

Type in response -

poll


Identifying Appropriate Alternative Behavior • During independent seatwork, Ronnie makes

inappropriate noises and makes faces at peers. Based on the data collected, the team agreed that the function of Ronnie’s behavior is to obtain peer attention.

Which is the best alternative behavior?

• Ask the teacher for help

• Finish all work, then ask to talk to a peer

• Request help/adult attention

• Ask to work with a peer tutor

• Request an easier assignment


Objectives for Session #1: Building Competing Behavior Pathways

By the end of this training session Team Leaders will be able to:

1. Explain the difference between ‘mild to moderate’ and ‘severe/complex’ problem behaviors

2. Label the essential components of an FBA summary statement

3. Describe the three essential characteristics of alternative behavior

4. Identify examples and non-examples of appropriate alternative behaviors given sample scenarios

5. Construct an example summary statement including antecedents, behavior, consequence, and function, and provide examples of appropriate and inappropriate alternative behaviors

Post-test poll – 1-5 scale of current

knowledge

E8. Complex Functional Behavioral Assessment and Behavior Intervention Planning Dave Kunelius WI RTI...

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