Function Based Supports jul 1 2011

Addressing Individual Challenging Behavior through

Function-based Support

George SugaiOSEP Center on PBIS

Center for Behavioral Education & Research

University of ConnecticutMay 11 2011

www.pbis.org www.cber.org www.swis.org

[email protected]

PURPOSE

Provide overview of defining

features of function-based

approach to addressing

behavior.• Prerequisites & Foundations review• FBA basics• BIP basics

Basics Review

Basics

Good idea…

bad

execu

tion

Implementation Challenges

Compliance problem

Huh?

SWPBS (aka PBIS/RtI) isFramework

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

ALL

SOME

FEW

Redesign of teaching environments…not students

All

Some

FewContinuum of Support for

ALL

Dec 7, 2007

Continuum of Support for ALL

“Theora”

Dec 7, 2007

Science

Soc Studies

Reading

Math

Soc skills

Basketball

Spanish

Label behavior…not people

Continuum of Support for

ALL:“Molcom”

Dec 7, 2007

Prob Sol.

Coop play

Adult rel.

Anger man.

Attend.

Peer interac

Ind. play

Label behavior…not people

Self-assess

PBIS& RtI

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions• Individual Students• Assessment-based

• High Intensity

Intensive, Individual Interventions• Individual Students• Assessment-based

• Intense, durable procedures

Targeted Group Interventions• Some students (at-risk)

• High efficiency• Rapid response

Targeted Group Interventions• Some students (at-risk)

• High efficiency• Rapid response

Universal Interventions• All students

• Preventive, proactive

Universal Interventions• All settings, all students• Preventive, proactive

Responsiveness to Intervention

Academic Systems Behavioral Systems

Circa 1996

Classroom

SWPBSPractices

Non-classroom Family

Student

School-w

ide

• Smallest #• Evidence-based

• Biggest, durable effect

SCHOOL-WIDE1.1. Leadership team

2.Behavior purpose statement

3.Set of positive expectations & behaviors

4.Procedures for teaching SW & classroom-wide expected behavior

5.Continuum of procedures for encouraging expected behavior

6.Continuum of procedures for discouraging rule violations

7.Procedures for on-going data-based monitoring & evaluation

EVIDENCE-BASED

INTERVENTIONPRACTICES

CLASSROOM1.All school-wide2.Maximum structure & predictability in routines & environment3.Positively stated expectations posted, taught, reviewed, prompted, & supervised.4.Maximum engagement through high rates of opportunities to respond, delivery of evidence-based instructional curriculum & practices5.Continuum of strategies to acknowledge displays of appropriate behavior.6.Continuum of strategies for responding to inappropriate behavior.

INDIVIDUAL STUDENT1.Behavioral competence at school & district levels

2.Function-based behavior support planning

3.Team- & data-based decision making

4.Comprehensive person-centered planning & wraparound processes

5.Targeted social skills & self-management instruction

6. Individualized instructional & curricular accommodations

NONCLASSROOM1.Positive expectations & routines taught & encouraged

2.Active supervision by all staff (Scan, move, interact)

3.Precorrections & reminders

4.Positive reinforcement

FAMILY ENGAGEMENT1.Continuum of positive behavior support for all families

2.Frequent, regular positive contacts, communications, & acknowledgements

3.Formal & active participation & involvement as equal partner

4.Access to system of integrated school & community resources

1. Leadership team

2. Behavior purpose statement

3. Set of positive expectations & behaviors

4. Procedures for teaching SW & classroom-wide expected behavior

5. Continuum of procedures for encouraging expected behavior

6. Continuum of procedures for discouraging rule violations

7. Procedures for on-going data-based monitoring & evaluation

School-wide

Teaching Matrix

SETTING

All Settings

Hallways Playgrounds CafeteriaLibrary/

Computer Lab

Assembly Bus

Respect Ourselves

Be on task.

Give your best effort.

Be prepared.

Walk. Have a plan.

Eat all your food.Select healthy foods.

Study, read,

compute.

Sit in one spot.

Watch for your stop.

Respect Others

Be kind.Hands/feet

to self.Help/share

with others.

Use normal voice

volume.Walk to right.

Play safe.Include others.Share

equipment.

Practice good table manners

Whisper.Return books.

Listen/watch.Use

appropriate applause.

Use a quiet voice.

Stay in your seat.

Respect Property

Recycle.Clean up after self.

Pick up litter.

Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays &

utensils.Clean up

eating area.

Push in chairs.Treat books

carefully.

Pick up.Treat chairs appropriately

.

Wipe your feet.Sit

appropriately.

Exp

ecta

tions 1. S

OCIAL SKILL2. NATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

Teaching Academics & Behaviors

DEFINESimply

MODEL

PRACTICEIn Setting

ADJUST forEfficiency

MONITOR &ACKNOWLEDGE

Continuously

Road signs can be effective; however, when used

incorrectly,….

www.scalingup.org

Dean FixsenKaren Blase

UNC

http://www.pbis.org/

“Making a turn”

IMPLEMENTATION

Effective Not Effective

PRACTICE

Effective

Not Effective

Maximum Student Benefits

Fixsen & Blase, 2009

Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.

Startw/

What Works

Focus on Fidelity

Evaluation Criteria

Funding Visibility PolicyPoliticalSupport

Training CoachingBehavioral Expertise

Evaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

SWPBS Implementation

Blueprint

www.pbis.org

Pre-K K-6 6-9 9-12 K8-120%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

12.4 - Mean Percentage Students (2009-10) (Majors Only)Students 6+

Students 2 to 5

Students 0 or 1

N = 2565 713 266 474

9% 19% 24%

Mean % Students 2009-2010 Majors Only

91% 81% 76%

Most are responsive…but

some need a bit more.

Pre-K K-6 6-9 9-12 K8-120%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%12.5 - Mean Percentage ODRs (2009-10) (Majors Only)

Students 6+

Students 2 to 5

Students 0 or 1

74% 82% 84%

Mean % ODRs 2009-2010 Majors Only

Students: 9% 19% 24% 18%

And we know who they are!

Inap

p lan

Agg/F

ight

Disres

pt

Lying

Haras

s

Disrup

tion

Tardy

Skip/T

ruan

Skip

Truan

Prop

dam

Theft

Dress

Tech

Inap

p af

fect

ion

Out

bou

nds

Gan

g Disp

lay

Tobac

co

Alcoho

l

Drugs

Combu

st

Vanda

l

Bomb

Arson

Wea

pons

Oth

er b

ehav

Unkno

wn be

havM

inor

M-In

app

lan

M-C

onta

ct

M-D

isres

pt

M-D

isrup

tion

M-P

rpty

Misu

se

M-D

ress

M-T

ech

M-T

ardy

M-O

ther

M-U

nkno

wn

0%

5%

10%

15%

20%

25%

10.2 - Problem Behavior: K-6

% Group ODRs

Mean % ODRs

Aggression-fighting &

disrespect

K-6 Problem Behavior ODR

Inap

p lan

Agg/F

ight

Disres

pt

Lying

Haras

s

Disrup

tion

Tardy

Skip/T

ruan

Skip

Truan

Prop

dam

Theft

Dress

Tech

Inap

p af

fect

ion

Out

bou

nds

Gan

g Disp

lay

Tobac

co

Alcoho

l

Drugs

Combu

st

Vanda

l

Bomb

Arson

Wea

pons

Oth

er b

ehav

Unkno

wn be

havM

inor

M-In

app

lan

M-C

onta

ct

M-D

isres

pt

M-D

isrup

tion

M-P

rpty

Misu

se

M-D

ress

M-T

ech

M-T

ardy

M-O

ther

M-U

nkno

wn

0%

5%

10%

15%

20%

25%

10.3 - Problem Behavior: 6-9

% Group ODRs

Mean % ODRs

Disrespect

6-9 Problem Behavior ODR

Inap

p lan

Agg/F

ight

Disres

pt

Lying

Haras

s

Disrup

tion

Tardy

Skip/T

ruan

Skip

Truan

Prop

dam

Theft

Dress

Tech

Inap

p af

fect

ion

Out

bou

nds

Gan

g Disp

lay

Tobac

co

Alcoho

l

Drugs

Combu

st

Vanda

l

Bomb

Arson

Wea

pons

Oth

er b

ehav

Unkno

wn be

havM

inor

M-In

app

lan

M-C

onta

ct

M-D

isres

pt

M-D

isrup

tion

M-P

rpty

Misu

se

M-D

ress

M-T

ech

M-T

ardy

M-O

ther

M-U

nkno

wn

0%

5%

10%

15%

20%

25%

10.4 - Problem Behavior: 9-12

% Group ODRs

Mean % ODRs

Disrespect +

tardy, skip, truant

9-12 Problem Behavior ODR

K 1 2 3 4 5 6 7 8 9 10 11 120

100

200

300

400

500

600

700

800

900

1000

Bethel School District Office Discipline Referrals 2001-2008

2001-02

2002-03

2003-04

2004-05

2005-06

2006-07

2007-08

Grade Level

Num

ber o

f Ref

erra

ls

~80% of Students

~15%

~5%

ESTABLISHING CONTINUUM of SWPBS

SECONDARY PREVENTION• Check in/out

• Targeted social skills instruction

• Peer-based supports• Social skills club

•

TERTIARY PREVENTION• Function-based support

• Wraparound• Person-centered planning

• •

PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement

• Effective instruction• Parent engagement

•

SECONDARY PREVENTION• • • • •

TERTIARY PREVENTION• • • • •

PRIMARY PREVENTION• • • • • •

0

10

20

30

40

50

60

70

80

90

100 BL CI/CO

CI/CO +75%

CI/CO +80%

CI/CO +90%

Helena

School Days

Per

cen

t of

Int

erva

ls E

nga

ged

in P

robl

em

B

ehav

ior

0

10

20

30

40

50

60

70

80

90

100

Jade

0

10

20

30

40

50

60

70

80

90

100

Farrell

Began meds.

Class B Results

GOALS 8:30 9:30 10:30 11:30 12:30 1:30

1. RESPECT OTHERS 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

2. MANAGE SELF 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

3. SOLVE PROBLEMS RESPONSIBLY

2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

Name________________ Date ________

Rating Scale2 = Great1 = Ok0 = Goal Not Met

Goal _____Pts Possible _____Pts Received_____% of Pts _____Goal Met? Y N

Check In/Out Pt Card

0

10

20

30

40

50

60

70

80

90

100 BL CI/CO

CI/CO +75%

CI/CO +80%

CI/CO +90%

Helena

0

10

20

30

40

50

60

70

80

90

100

Jade

0

10

20

30

40

50

60

70

80

90

100

Farrell

Began meds.

School Days

Per

cen

t of

Int

erva

ls E

nga

ged

in P

robl

em

Beh

avi

or

Class B Results + Composite Peers

Peer

Peer

Peer

0

10

20

30

40

50

60

70

80

90

100

Ben

0

10

20

30

40

50

60

70

80

90

100

Marcellus

BL CI/CO

CI/CO75%

CI/CO80%

FB plan

FB plan 2

0

10

20

30

40

50

60

70

80

90

100

Blair

0

10

20

30

40

50

60

70

80

90

100

Olivia

Per

cen

t of

Int

erva

ls E

nga

ged

in P

robl

em

Beh

avi

or

Study 2 Results

School Days

0

10

20

30

40

50

60

70

80

90

100

Olivia

0

10

20

30

40

50

60

70

80

90

100

Marcellus

BL CI/CO

CI/CO75%

CI/CO80%

FB plan

FB plan 2

0

10

20

30

40

50

60

70

80

90

100

Ben

0

10

20

30

40

50

60

70

80

90

100

Blair

School Days

Per

cen

t of

Int

erva

ls E

nga

ged

in P

robl

em

Beh

avi

or

Peer

Peer

Peer

Peer

Study 2 Results + Composite Peer

FBA Basics

Function-based support is all about…

Re-design & improvement of learning & teaching environments

– Attention to environment & function

– Not re-design of individuals

– Change in behavior of plan implementers

Non-validated Interventions for Students with EBD

EXAMPLES• Sensory re-integration or

stimulation• Facilitated

communication• Introspective

psychoanalytic therapies• Rebirthing therapies•

CONCERNS

• Poor ecological (school) validity

• Redirected specification of actual causal factors

• Adverse side effects• False hopes & expectations• Inefficient use of resources &

opportunities• Lack of empirical support•

EVIDENCE-BASED INVESTMENTS

• Cognitive-Behavioral Therapies

Targeted Social Skills Instruction

• School-based Mental Health Wraparound

Function-based Behavior Analytic Interventions

• Psychopharmacological-Behavioral Therapies

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

What is Function Based Support?

3. How do I know if FBA has been done?

FBA LEVE

LS

1. Informal Archival Review Problem Solving Meeting

2. Indirect Checklist FA Interview Routine Analysis

3. Direct Observation

A-B-C Structured, Planned

Observation

4. Planned Manipulation

Experimental or Functional Analysis

MORE INFORMAL

EASIERSIMPLE

INDIRECT

MOREDIRECT

COMPLICATEDDIFFICULTFORMAL

SWPBS Conceptual Foundations

Behaviorism

ABA

PBS

SWPBS

Laws of Behavior

Applied Behavioral Technology

Social Validity

All Students

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Testable Hypothesis“Basic Unit”

Following events that

maintain behaviors of concern (function)

Preceding events that trigger or occasion

Set of related

behaviors of concern

(RC)

Infrequent events that affect value

of maint. conseq.

• “Best guess” about behavior & conditions under which it is observed

• Represents basic working unit of FBA

• Directly guides development of BIP

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 reinforcers

E.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, or

• Cologne’s use of verbal profanity is more likely (escape) when she hasn’t had enough sleep night before, or

• Peer attention is less distracting (reinforcing) when Manuella isn’t 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.

“FUNCTION” = outcome, result, purpose, consequence

Only 2 Basic FunctionsProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Adult

Stimulation/Sensory

Peer

Pos Reinf Neg Reinf

Existing

aversive

condition

identified

% Intervals w/ P.B. for Bryce

0

10

20

30

40

50

60

70

80

90

100

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41

Sessions**Data points with arrows indicate no medication

% Intervals w/ P.B.

Baseline

Contra-IndicatedIndicatedContra-

IndicatedIndicated

Ingram, Lewis-Palmer, & Sugai, 2005

% Intervals w/ P.B. for Carter

0

10

20

30

40

50

60

70

80

90

100

1 3 5 7 9 11 13 15 17 19 21 23 25 27

Sessions

% Intervals w/ P.B.

Baseline IndicatedIndicated Indicated Modified

Contra-ndicated

Contra-Indicated

Consider response class

Set of topographically different behaviors with similar or related purpose or function– Hit, spit, runaway, yell…

• Escape difficult task request

– Cry, hit, whine, raise hand, spit…..

• Obtain adult attention

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


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


Cleo 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 student Studentapproaches &

speaks inEnglish

Cleo turns away

Other student walks

away

What function?Escape peer attention


When 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.

None Teacher askswhat capitolcity of countryis

Napoleongive correctanswer

Teacher givesverbal praise & time to workwith a friend

What function?Access peer &adult attention


As Veloce is walking, other kids look at him & say “what’s 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.“What’s up!”

“Who yalookin’ at?”“Ya wantSome?” “Yatalkin’ to me?

Kids shakeheads & call him “weirdo”

What function?Access OR escape

peer attention?

How do you know?How do you know?Assess?

TE is “best guess.”

What if testable hypothesis is incomplete or inaccurate?

TE1 for Hillary:

"When Hillary sits next to Bill, Hillary whispers in his ear. Bill

laughs."

• Test manipulation?– Put Al in Bill’s seat.

• Effect:– Hillary whispers in Al’s ear.

Develop new TE!

TE2:

“When Hillary sits next to boys, she whispers in their

ears. The boys laugh.”

• Test manipulation?– Put Monica in Bill’s seat.

• Effect:– Hillary does not whisper.

Avoid explanatory fictions

Restatement of problem & not measurable

(-) She’s aggressive because she’s angry

(+) When she is teased about her looks & family, she uses profanity & hits until the teasing stops.

Avoid explanatory fictions

Not measurable or testable

(-) He’s emotionally disturbed

(+) When he is with peers, he talks about hurting them & himself.

“Petunia”• Problem: Petunia is in 9th grade & very

inattentive. In class, she is forever inattentive, distractible, off-task, & bothering others.

• Explanatory fiction: Petunia has ADHD & conduct disorders

• Testable 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.

“Rhus”• Problem: Rhus is an 11th grader with autism.

He’s 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 disturbed

• Testable 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.

“Catoneaster”• Problem: Catoneaster is a 7th grader who

resists going to school each morning.

• Explanatory fiction: Catoneaster has parent separation anxiety

• Testable 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.

“Azalea”• Problem: 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.


WRITE TESTABLE HYPOTHESIS: As Veloce is walking, other kids look at him & say “what’s 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.“What’s up!”

“Who yalookin’ at?”“Ya wantSome?” “Yatalkin’ to me?

Kids shakeheads & call him “weirdo”

Example 1: Different behaviors with different functions

• Kirsten’s teachers agree that she has two behaviors that interfere with her social success at school, & develop two testable hypotheses:

Setting Event

Antecedent Event

Behavior

Consequence Event

None

Teacher presents multiple

step request.

Verbal protest,

non-complianc

e, foot stomping.

Teacher repeats

request 4 to 5 times & threatens

after school suspension.

Setting Event

Antecedent Event

Behavior

Consequence Event

None

Peers play game &

have conflict.

Pushes peers

away, uses profanity,

throws rocks.

Peers stop playing with

Kirsten.

Get ad

ult at

tentio

n

Escap

e pee

r soc

ial

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:

Setting Event

Antecedent Event

Behavior

Consequence Event

None

Peers try to engage

Amy in con-versations.

Turns eyes away, does not comply verbally,

pulls sweater over his head.

Peers move away.

Setting Event

Antecedent Event

Behavior

Consequence Event

None

Teachers give Amy corrective feedback about her

work.

Turns eyes away, does not comply verbally,

pulls sweater over his head.

Teachers sit down next to her, rub her shoulders, &

say comforting

words.

Avoid

peer

atten

tion

Get ad

ult so

cial

Functional Assessment Checklist for Teachers “FACTS”

STEP 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. He’s 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-injury

Describe problem behavior:C. may have one of the shortest fuses I’ve 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)

Activity Likelihood of Problem Behavior Specific Problem Behavior

8:00 Waiting to enter buildingLow High1 2 3 4 5 6

See escalation described above

8:15 Advisory & Planning 1 2 3 4 5 6

Mostly teasing and touching property of others. Doesn’t escalate much further

9:15 Language Arts 1 2 3 4 5 6 Occasional name calling/teasing

10:15 Recess 1 2 3 4 5 6 See escalation described above

11:30 Math 1 2 3 4 5 6 Occasional teasing

12:00 Lunch 1 2 3 4 5 6 See escalation described above

12:35 Earth Science 1 2 3 4 5 6 Minor verbal harassment

1:15 Art or Phy Ed 1 2 3 4 5 6 See escalation described above

2:00 Reading 1 2 3 4 5 6 Rarely a problem

2:50 Waiting for bus 1 2 3 4 5 6 See 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”

O’Neill et al., 1997, p. 71



ProblemBehavior

DesiredAlternative

AcceptableAlternative

TypicalConsequenceSummary Statement



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


Ask forbreak,ask forhelp.

Why is function important?

Because consequences compete!!

Function

Setting Events Triggering Antecedents Problem Behavior

Acceptable Alternative

Desi red Alternative

MaintainingConsequence

Desi redMaintaining

Consequence

Peerconflict

Teacher/peer

request

Complywith

request

Escalatedprofanityphysical

aggression

Walkaway

Avoidrequest

Requestcompleted

Caesar

Competing BehaviorPathway

Setting Events Triggering Antecedents Problem Behavior

Acceptable Alternative

Desi red Al ternative

MaintainingConsequence

Desi re dMaintainingConsequence

Normalvolume

response

Eyes/headdown on

arms

Teacherdirects

request toanother

Whisperresponse

Praisefor task

completion

TeacherRequest

None

Lisa

Competing BehaviorPathway



ProblemBehavior

DesiredAlternative

TypicalConsequenceSummary Statement


Setting EventManipulations

AntecedentManipulations

ConsequenceManipulations

BehaviorManipulations



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


Ask forbreak,ask forhelp.

Function





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



ProblemBehavior

Rides citybus

Teachercorrectspeers

ProfanityVerbal

protests

Teacherattention

DesiredAlternative

TypicalConsequence

Delayedteacher

attention.

Ignore &problem

solvelater

Summary Statement


Discussin

private

Function





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.


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.

7. How quality of function-based behavior intervention plans be improved?

FBA/BIP Team Process Steps


COMPETING PATHWAYS

Neutralize settingevent

Make triggers irrelevant.

Make problem behavior

inefficient.

Make consequences ineffective.

6 FBA Misrules

1. 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 support

academic, 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

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

Function Based Supports jul 1 2011

Education

Transcript of Function Based Supports jul 1 2011