Module 5: Hypothesis Verification - LearnDOE of 12 Webinars on FBA (cont.) Module 5. D.A.S.H....

A Series of 12 Modules on

Functional Behavioral Assessment; Analyzing Data/ Designing Behavior Intervention Plans, Implementation & Progress Monitoring

May 28, 2014

Carol Dawson Ed.D., Director of Behavior Support

Angela McBride M.S.Ed., Director of Evaluation and Eligibility

Division of Specialized Instruction and Student Support

Module 5:

Hypothesis

Verification

Series of 12 Modules on FBA

Module 1. An Introduction to Functional Behavioral

Assessment; Using D.A.S.H. to Define, Ask, See &

Hypothesize about Behavior; and DEFINING Behavior

Module 2. The ABCs of Understanding Behavior—

Antecedents, Behavior, Consequence, Function & Setting

Events

Module 3. D.A.S.H. ASKING about Behavior: Interviewing

Staff, Student & Parent/Caregiver (INDIRECT DATA)

Module 4. D.A.S.H. SEEING Behavior: Observing the

Student (DIRECT DATA)

2

Series of 12 Webinars on FBA (cont.)

Module 5. D.A.S.H. HYPOTHESIS Verification: Comparing

INDIRECT & DIRECT DATA

Module 6. Choosing Data Collection Tools and Completing

the Hypothesis Statement with Baseline Data

Module 7. Introduction to Behavior Intervention Planning

(BIP) and the Competing Behavior Pathway; Looking at

Replacement vs. Desired Behavior

Module 8. Function-Based Behavior Intervention Strategies

for Antecedents, Setting Events and Consequences;

Teaching New Behavior(s)

3

Series of 12 Webinars on FBA (cont.)

Module 9. Using the Behavior Intervention Plan to Implement

and Evaluate (WHO will do WHAT by WHEN and HOW?)

Module 10. Progress Monitoring—Checking for Success

Module 11. Aligning the Functional Behavioral Assessment

and Behavior Intervention Plan with the Individual

Education Program

Module 12. Continuum of Multi-Tiered Systems of Support—

What does this look like for Tier 1, Tier 2 and Tier 3?

4

Webinar Downloads • Module 5 Powerpoint

• Resources (Documents and Optional Forms): • D.A.S.H.

• Form: FACTS—Part A (Blank and Anthony’s)

• Form: FACTS—Part B (Blank and Anthony’s)

• Form: Summary Statement from Interviews (Blank and Anthony’s)

• Form: ABC Chart All-in-One with Summary Statement (Blank and Anthony’s)

• Form: Verifying the Functional Hypothesis--Blank

• Resources from Previous Webinars

• Module 3—Interviewing (Asking about Behavior: Indirect Data)

• Module 4—Observing (Seeing Behavior: Direct Data)

• The THREE REQUIRED FORMS for FBAs and BIPs 1. Functional Behavioral Assessment (December 2013)

2. Behavior Intervention Plans (December 2013)1

3. Considerations for Positive Behavior Support Form (December 2013)

can be downloaded with this webinar or accessed at

https://portal.nycenet.edu/SpecialPopulations/SpecialEd/Behavior.html

5



Module 5:

D.A.S.H.

HYPOTHESIS Verification:

Comparing INDIRECT & DIRECT DATA

6

Module 5 Outcomes: • Reviewing D.A.S.H.

• Reviewing how to obtain a summary / hypothesis statement by

interviewing staff, student and parent/caregiver (Module 3: Ask

about behavior—INDIRECT DATA)

• Reviewing how to obtain a summary / hypothesis statement by

observing behavior with ABC chart All-in-One (Module 4: See

behavior—DIRECT DATA)

• Comparing the summary/hypothesis statements from interviews

and observations to come up with a final summary/hypothesis

statement

• Defining the concepts of continuous reinforcement, intermittent

reinforcement and extinction related to behavior habits

• . 7

Test your Knowledge

1. Before conducting an ABC observation, it is important to

identify the WHAT (behavior) and WHEN and WHERE

you will be observing. Where do you get this information?

o FACTS*-Part A

o IEP

o Attendance Records

o Academic Reports

*Functional Assessment Checklist for Teachers and Staff

8

Test your Knowledge

2. When completing the ABC Chart All-in-One during your

observation, what do you record first?

o The (event(s) that trigger the problem behavior

o The problem behavior

o What happens right after the behavior

o The setting event

9

Test your Knowledge

3. What are the four terms that create the Summary/Hypothesis

Statement?

o FBA, RTI, BIP, IEP

o Define, Ask, See, Hypothesize

o Thoughts, Feelings, Actions, Reactions

o Setting Events, Antecedent, Behavior, Consequence/Outcome

10

Test your Knowledge

4. When is the Priority Problem Behavior for the FBA decided

by the team?

o After the FACTS*-Part B Staff Interviews

o Anytime, it doesn’t matter

o After the FBA is completed

o After the FACTS*-Part A is filled out by staff who work

with the student

*Functional Assessment Checklist for Teachers and Staff

11

Test your Knowledge

5. The staff interview (FACTS-Part B), student interview (FACTS

A & B) and parent/guardian interviews can help us to:

o Identify patterns of setting events, triggers (antecedents),

consequences/outcomes, and functions of a specific behavior

o Discover the student’s strengths and preferences

o Find out what positive strategies have been tried already

o Find out possible reinforcers

o All of the above

12

D.A.S.H.

Define behavior in observable & measurable terms

Ask about behavior by interviewing staff, student & parent/guardian

-determine classes/activities where & when behaviors occur

-incorporate information from parent

-review records/IEP

-summarize where, when, & why behaviors occur

See the behavior

-observe the behavior during classes / activities specified

-observe to verify summary of where, when, & why from interviews

Hypothesize: a final summary of where, when & why behaviors occur

13

Let’s review what we’ve done so far…

14

Verify

Hypothesis

How did we get to this point?

Key Ideas

• Behavior problems have to be defined as observable (what you

see and hear) and measurable (what you can count or time)

• All behavior has a function or purpose

• Behavior is NOT random or unpredictable

• Students have PATTERNS or HABITS of behaving

• We can study the PATTERNS to determine:

• Antecedents (fast triggers)

• Setting events (slow triggers)

• Pay-offs (consequences/function)

15

Functions that Behavior Serves

16

Problem

Behavior

Obtain/Get

Something

Escape/ Avoid

Something

Social/

Attention Sensory/

Stimulation

Tangible/

Activity

Adult

Peer

FUNCTION

Most Common Functions of Behavior

To Obtain/ Get :

Peer attention

Adult attention

Desired task/activity

Desired object/ items

Sensory stimulation: auditory,

tactile, movement, etc.

To Avoid/ Escape:

Peer attention

Adult attention

Task (difficult, boring, easy)

Physical demand

Non-preferred activity

Reprimands

Sensory stimulation: auditory,

tactile, movement, etc.

17

How do we obtain the information to make

a summary statement/hypothesis?

Module 3

Module 4

ASK: Interview staff

• Interview student

• Interview parent/caregiver

• Obtain information from other Indirect Data sources

Ask & See

SEE: • Observe the student’s behavior in classes/ activities

identified by the interviews

19

FACTS-Part A…

survey staff about all

student’s problems

in all subjects/

activities

PD1

Teacher

PD2

Teacher

PD3

Teacher PD4

Teacher

PD5

Teacher PD6

Teacher

Collate staff’s responses

Gather team… decide

WHICH BEHAVIOR

problem(s) to work on…

and WHERE/WHEN it’s

occurring the most

Functional Assessment Checklist for Teachers & Staff-PART A

Student’s

Priority Problem

Behavior is….

The Student’s Behavior Support Team

Members can include:

• CSE Team

• Family Members & Invitees

• Teachers (General and Special Education)

• Guidance Counselors and Related Services Providers

• Principal or Assistant Principal

• Paraprofessionals

• Student (if appropriate—consider capacity for meaningful contribution & involvement)

20

Member Tasks

Regardless of title (administrator, clinician, teacher,

paraprofessional, etc.), a team member could act as the:

• Data collector

• Collator of data

• Interviewer

• Observer

• Facilitator

• Behavior plan writer

• Instructor of skills

21

FACTS Part—A (Functional Assessment

Checklist for Teachers and Staff—Part A)

+ • Prioritize Problem

Behavior(s)

+

• Identify classes/ activities to observe Priority Problem Behavior(s)

22

(Previous Module 3-Interviewing)

Let’s Examine…

Now that we have our information from FACTS-Part A,

where we identified the PRIORITY PROBLEM

BEHAVIOR(S) and WHERE & WHEN it occurs the

most.

So now….how do we determine who should fill out

FACTS-Part B interviews with staff for more

information?

• ALL staff who see the PRIORITY PROBLEM

BEHAVIOR during the CLASSES/ACTIVITIES

identified in FACTS-Part A.

23

FACTS Part—B (Functional Assessment

Checklist for Teachers and Staff—Part B)

+

• Staff identify Antecedents, Consequences/Outcomes, Function and possible Setting Events for the Priority Problem Behavior (from FACTS-Part A)

+

• Using the above information helps us to develop a Summary Statement /Hypothesis from interviews

24

(Previous Module 3-Interviewing)

Let’s Examine…

ASK—Interview Stakeholders

• Staff with FACTS-Part B

• Student with FACTS-Part A & B

• Parent/Guardian Interview

25

Anthony’s Summary of Interviews: Student, Staff & Parent

Setting

Events

Antecedents Behavior Consequence/

Outcome

Function/

Reason

Student Does not like being

in special education

(is embarrassed)

Asked to sit down or

complete work

Getting out of seat

and walking around

classroom

Leaves classroom to

read in AP’s office.

Avoids doing the

work and obtains

preferred activity

Staff

Does not like

current placement in

Sp Ed (12:1:1).

Does not like to be

corrected/ criticized.

In Science or Social

Studies, he is asked to

complete work during

independent work time

Gets out-of-seat and

walks around room

Leaves class and goes

to APs office to read,

avoids tasks

Avoid task, get

preferred activity /

possible adult attn.

Parent

Does not like

constructive

criticism; he

believes his

teachers think he is

dumb because he is

in small class

(At school) When

teachers call on him or

draw attention to him;

yelling at him; boring or

repetitive work;

(at home) when mom or

dad point out an error

on homework

(at home) throws

(homework) book

on floor

Mom tells him to go to

his room or for a walk

in the hall

Escapes task

Summary

Statement

26

Gets out of seat

and walks

around room

When he is called on

to complete work

during SS or Science

independent work

time.

Leaves classroom

and goes to APs

office to read

(preferred activity)

Avoids task,

gets preferred

activity

(reading) / adult

attn.

When he is

corrected / criticized

earlier in the day.

Does not like being

in Special Ed (he is

embarrassed)

See – Observe the behavior

27

Direct Observation using the ABC Chart Problem Behavior of Concern: ______________________________

Chart each occurrence of the SAME PROBLEM BEHAVIOR

Date Duration:

Start Time/

End Time of

Behavior

Subject/

Activity/Task Describe in detail

Antecedent What happened right

before the behavior?

Behavior What did the

student say

and do?

Outcome /

Consequence What happened right after

the behavior (within 30

seconds)? How did adults

and peers respond?

Large group

instruction

Small group

instruction

Independent work

Unstructured time

Specify:

Given instruction

Given correction

Alone (no attention/no

activities)

With peers

Engaged in preferred

activity

Preferred activity

removed

Transition: Change in

activity

What was said or done?

Adult attention provided

Peer attention provided

Got preferred activity/item

Got sensation _________

Adult attention avoided

Peer attention avoided

Task/activity avoided

Sensation avoided _____

____________________


(If Applicable) Latency __ min Circle Intensity:

1 2 3 4 5

28

Anthony’s Narrative Information

Observation Information: On October 10th at 10:00 am during

science class, whole group instruction about cell structure,

Ms. L. asked Anthony to describe a plant cell. Anthony said,

“This is boring” and got out of his seat and started walking

around the room. Ms. L. said sternly, “Anthony, sit down!”

Anthony said, “Don’t say my name” and continued walking for

8 minutes. Ms. L. yelled, “Go to the A.P.’s office!” Anthony

went to the A.P.’s office, picked a book from the book shelf

and read for 5 minutes. The A.P. said, “Thank you for staying

calm. Time to go back to class.” Anthony walked back to class

and did his work.

29

Behavior: out-of-seat

Examine the actual form

30

Anthony’s ABC Chart (Science Class 10/10/13)

Behavior: Out-of-Seat

Date Duration: Start

Time/ End Time of

Behavior

Subject/Activity /Task Describe in detail

Antecedent What happened right before the

behavior?

Behavior What did the student

say and do?

Outcome / Consequence What happened right after the behavior

(within 30 seconds)? How did adults

and peers respond?

Large group instruction

Small group instruction

Independent work

Unstructured time

Specify:

Given instruction

Given correction

Alone (no attention/no activities)

With peers

Engaged in preferred activity

Preferred activity removed

Transition: Change in activity










____________________


(If Applicable) Latency ____ min Circle Intensity:

1 2 3 4 5

31



Independent work

Unstructured time

Specify:

Given instruction

Given correction


With peers













____________________


(If Applicable) Latency ____ min

Circle Intensity:

1 2 3 4 5

A. says,

“This is

boring”

and gets

out of

seat and

walks

around

room.

Science class:

Topic is cell

structure.

10/10/13

10:00 am

Ms. L. says sternly,

“Anthony, sit

down!”

Ms. L. asks

Anthony to

describe a plant

cell.

A. says,

“Don’t say

my name.”

He continues

walking for 8

min. Ms. L. yells, “Go to

the A.P.’s office.”

Anthony’s ABC Chart (Science Class 10/10/13 cont.)

Date Duration: Start

Time/ End Time of

Behavior

Subject/Activity /Task Describe in detail

Antecedent What happened right before the

behavior?

Behavior What did the student

say and do?

Outcome / Consequence What happened right after the behavior

(within 30 seconds)? How did adults

and peers respond?



Independent work

Unstructured time

Specify:

Given instruction

Given correction


With peers













____________________


(If Applicable) Latency ____ min Circle Intensity:

1 2 3 4 5

32



Independent work

Unstructured time

Specify:

Given instruction

Given correction


With peers













____________________


(If Applicable) Latency ____ min

Circle Intensity:

1 2 3 4 5

Ms. L. yells, “Go

to the A.P.’s

office.”

A. goes to

A.P’s

office,

picks a

book from

the book

shelf and

reads for 5

minutes.

A.P. says, “Thank

you for staying calm.

Time to go back to

class.”

A returns to

class, sits

down, and

does

classwork.

10:13

/directive


33

#6 After multiple entries on the ABC chart, develop the

Summary Statement at the end (Answer Key) Date Duration:

Start Time/

End Time of

Behavior

Activity/Task Describe in detail

Antecedent What happened right before

the behavior?

Behavior What did the

student say and

do?

Outcome /

Consequence What happened right after the

behavior (within 30 seconds)?

How did adults and peers

respond?

Large group

instruction

Small group

instruction

Independent work

Unstructured time

Specify:

Given instruction

Given correction

Alone (no attention/no

activities)

With peers

Engaged in preferred

activity


Transition: Change in

activity










____________________


(If Applicable) Latency __ min Circle Intensity:

1 2 3 4 5

Summary Statement or Hypothesis:

During: large

group instruction in

science or social

studies

When: Anthony is called

on in class, asked to

complete a timed task or

given a directive

Student

will: get out

of seat

And then: he escapes the

academic task and

sometimes goes to the AP’s

office and reads (which he

enjoys)

Therefore the function is to

access / escape

escape from academic tasks

and gain access to preferred

task/person.

34

Sum

ma

rize

Sum

marize

Sum

marize

Sam

e B

ehavio

r

Anthony’s Summary Statement/Hypothesis

from ABC Charts

Summary Statement or Hypothesis:

During: large group instruction in Social Studies and Science

When: Anthony is called on in class, asked to complete a timed task or given a directive

Student will: get out of his seat

and then:

He escapes the academic task and sometimes goes to the AP’s office and reads (which he likes) Therefore the function is to access/escape (circle

one): escape from the academic task and access to preferred task & adult

35

D.A.S.H.

Define behavior in observable & measurable terms

Ask about behavior by interviewing staff, student & parent/guardian

-determine classes/activities where & when behaviors occur

-incorporate information from parent

-review records/IEP

-summarize where, when, & why behaviors occur

See the behavior

-observe the behavior during classes / activities specified

-observe to verify summary of where, when, & why from interviews

Hypothesize: a final summary of where, when & why behaviors occur

36

Verifying the Functional Hypothesis

Step 1. Copy the direct summary statement in the bottom of

the ABC recording form based on check-offs and notes.

Step 2: Copy below the indirect summary statement from the

FACTS interview with staff, student, and interview with

parent/guardian.

Step 3: Compare the direct and indirect summary statement

to formulate the final HYPOTHESIS.

37

Setting Event Antecedent Behavior Consequence

ABC Observations

Teacher/Staff/Parent/Guardian Interviews

Final Summary of Behavior

38

Activity: Fill out Anthony’s Summary Statement of Behavior

Verifying the Functional Hypothesis


39

Activity: Anthony’s Summary Statement of Behavior

Setting Event Antecedent Behavior Consequence

ABC Observations

During: large group

instruction in science or

social studies

When: Anthony is called

on in class, asked to

complete a timed task or

given a directive

Student will: get out of

seat

And then: he escapes the

academic task and

sometimes goes to the AP’s

office and reads (which he

enjoys)

Therefore the function is to:

escape from academic tasks

and gain access to preferred

task/person.

Teacher/Staff/Parent/Guardian Interviews

When he is corrected /

criticized earlier in the day.

Does not like being in

Special Ed (he is

embarrassed)

When he is called on to

complete work during SS

or Science independent

work time

Gets out of seat and

walks around room

Leaves classroom and goes

to APs office to read

(preferred activity)

Final Summary of Behavior

Correction or failure earlier

in day

During Science & Social

Studies class, when

Anthony is called on

publicly, asked to complete

a timed task or given a

directive during whole

class instruction

Getting out of seat Leaves class/reads in the

APs office

Function: AVOIDS academic

task & GETS attention from

AP

40

Compare observation data with the

interview data

• Does the observation data match with the interview data?

• Most of the ABC chart observations match the FACTS summary statement

• If data from ABC chart observations match interview

information (FACTS Summary of Behavior) then you can

confidently conclude with a final summary statement

• If data from ABC observations do not match FACTS

behavior summary or you are not convinced…

• Do another ABC observation, or

• Interview other staff who reported seeing the same priority problem behavior, or

• Interview the student

41

NYCDOE Form—Functional Behavior Assessment (December 2013)

42

Description of Antecedent(s)

NYS Regulation: [200.1(r) and 200.22 (a) (3)]

What occurs before and triggers the Targeted Problem Behavior(s)?

• Situations/activities/people that seem to trigger the Targeted Problem

Behavior(s)

• Times of the school day when the behavior(s) most often occurs

• Events or conditions that immediately precede inappropriate behavior(s)

Demand or request to student Difficult task

Non-preferred activity Non-preferred social interaction

Transition from preferred to non-preferred activity Changes in schedule or routine

Other___________________________________________________________________


Description of Consequence(s)

NYS Regulation: [200.1(r) and 200.22 (a) (3)]

Describe the consequence – What occurs after the Targeted

Problem Behavior(s) that helps maintain the Behavior(s)?

Include adult/peer responses, and observable events in

the immediate environment (e.g., as related to the

task/activity).

43


Function of the Behavior(s):

NYS Regulation: 200.22 (a) (3)

The student GETS/GAINS WHAT:

Teacher/Adult Attention _________ Peer Attention _________

Sensory/Stimulation _________ Tangible/Preferred Activity _________

Other____________________________________________________________

The student AVOIDS/ESCAPES WHAT:

Teacher/Adult Attention _________ Peer Attention_________

Sensory/Stimulation_________ Non-Preferred Activity/Task_________

A Difficult Task_________

Other ___________________________________________________________________

44


Setting Events

(Conditions that increase likelihood of behavior(s))

Antecedent (What occurs before?)

Target Problem Behavior(s) (Observable/Measurable)

Maintaining Consequence/

Function

(What happens after? What does student get and/or avoid?)

Consequence:

Function (Get and/or Avoid):

45

Diagram the Functional Hypothesis: New York State Regulation: [200.1(r)]

One more important topic …

46

How do behavior habits become

stronger?…

Let’s talk about

Reinforcement…

Strengthening

the

behavior

47

Think about how often the student has received

a “Pay-Off” for the behavior…

Continuous (every time) Intermittent (every so often)

48

Extinction • Student is used to getting reinforcement

• Then…reinforcement is not provided

What happens to the behavior when you withdraw

reinforcement?

• Initial “Response burst”

• Temporary increase in the behavior

Eventually, the behavior decreases or is eliminated.

If a student has been receiving a “pay-off”

for the behavior,

it may get worse (spiking)…

before getting better…

Student will

try “old

ways”

before

giving it

up

50

0

1

2

3

4

5

6

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7

Problem Behavior

SUMMARY STATEMENT/HYPOTHESIS:

51

To be continued…

Looking forward to seeing you on May 29th, 2014 for

Module 6:

Choosing Data Collection Tools and

Completing the Hypothesis Statement with

Baseline Data

52

Acknowledgements

We would like to acknowledge the resources and materials

from the National Technical Assistance (TA) Center on

Positive Behavioral Interventions and Supports

www.pbis.org, from which many of the activities and

materials are adapted.

The TA Center on Positive Behavioral Interventions and

Supports has been established by the Office of Special

Education Programs, US Department of Education to give

schools capacity-building information and technical

assistance for identifying, adapting, and sustaining

effective school-wide disciplinary practices.

53

http://www.pbis.org/

Module 5: Hypothesis Verification - LearnDOE of 12 Webinars on FBA (cont.) Module 5. D.A.S.H....

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Transcript of Module 5: Hypothesis Verification - LearnDOE of 12 Webinars on FBA (cont.) Module 5. D.A.S.H....