TIER 3

Functional Behavior Assessments to develop Behavior Intervention Plans

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TIER 3

Remember…This step involves other staff and personnel as needed (parents, teachers, counselors, social workers, administrators, and/or nurse)

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Components of Tier 3 Problem Solving

• Team initiates process based on the student’s data

• Team implements BIP based on FBA• Progress monitoring data is collected

to determine if behavior goal is met• Team evaluates implementation of

Tier 3 supports

Who is appropriate for Tertiary/Tier 3 Interventions?

• Specific chronic social, emotional, and behavioral challenges needing tertiary supports can be defined as:

– More than 5 absences in a 30 day period– 3 or more counseling referrals in a 30 day period– 6 or more office discipline referrals– Failure to respond to Tier 2 interventions/supports

• Discuss with your team possible data decision rules for your school.

Suggestions for the Process…

Support and Follow throughFollow progress on identified studentProvide support as neededMonitor Implementation of Tier 3

Third Meeting (30-60 minutes)Progress Monitor BIPModify BIP as necessary

Second Meeting (60 minutes)Discuss assessment findingsDesign BIP

Implement BIP

Assessment (with staff assistance)Conduct simple FBA (30 minutes)Conduct full FBA if needed (90 min.)Prepare to report findings

Initial Meeting (15 minutes)Take and review referralForm Behavior TeamProvide support to BT as needed

PSM Team

PSM Team

Behavior Team

Behavior Team

Behavior Team

Possible Strategies/Interventions

Keep in mind, student should have gone through secondary/tier 2 interventions prior to tertiary/tier 3 interventions are determined.

• Functional Behavior Assessments – Behavior Intervention Plan

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Functional Behavior Assessment & Behavior

Intervention Plans

FB(A) – What is it?

Functional Behavior Assessment

The process of determining the cause (function) of behaviors that interfere with learning.

The FBA uses data that could include: interviews (student, teacher, parent), direct observations, and a review of student records to develop a Behavior Intervention Plan (BIP).

Who ??? Participates in the FBA/BIP process?

• Any individual with knowledge of and an interest in the student’s success can participate in the FBA/BIP process.

• This includes, but is not limited to, Teachers

Administration Counselors Parents Student

Psychologist Community members Other agency personnel

How??FBA -Planning Meeting

• PSM team will hold a planning meeting.

• Team members should come prepared to discuss 3 main topics:

1. Student Strengths

2. Target behavior

3. Situational events

Target BehaviorMust answer 3 fundamental ?s 1. What is the child doing? 2. When/under what conditions is the child

demonstrating the behavior? 3. How often is the child demonstrating this

behavior? (frequency)

(ex. Johnny yells and curses when given an assignment that requires him to read independently on 2 out of 4 assignments.)

Activity…For the following examples, come up with some questions that may help

to refine the target behavior…

• Trish is so aggressive.

• Stella doesn’t pay attention.

• Chance is always bothering others.

• Maggie’s lab projects are a mess.

• Carlos is so disruptive.

• Timmy is lazy.

Teacher concern Target Behavior

Trish is aggressive. Trish hits other students duringrecess when she does not get herWay, 3 out of 5 days.

Carlos is disruptive. Carlos makes irrelevant andinappropriate comments duringclass discussion 75% of the time.

Jan is hyperactive. Jan blurts out answers withoutraising her hand during whole group instruction, 3-5 times during a 60 minute class period.

The Center for Effective Collaboration and Practice, 1998

the behavior -> when/under what conditions -> how often

Situational Events

These are immediate and time bound events, such as recent divorce, new student in class, changes in the family dynamics, or student relocation to a new school.

In some cases these events can be identified and discussed so that interventions can be put in place immediately. If effective, there may be no need to move forward with the FBA/BIP process.

How??FBA Getting Started

If the team feels that it is necessary

to complete the FBA/BIP process

proceed with the following:

• Initial meeting held to assign roles and responsibilities in conducting the FBA.

• FBA notification letter

FBA/BIP Process

Step 1: Data

Collection

Step 2:FBA Analysis

Step 3: Create a Behavior

Intervention Plan (BIP)

Step 4: Review the

Plan

Step 1. DATA COLLECTION

Observations (frequency, intensity, duration)

Student, Parent, Teacher Interview(setting and function)

Record Review(academic performance, discipline referrals, evaluation information)

Step 1. DATA COLLECTION

Environmental Inventory

Data Collection document

Interviews-Parent/teacher

Interviews-student

ABC

Step 2. Functional Behavior Analysis

(FBA) Form

Example

-FBA

FBA form

How?? - FBA Analysis

Must identify the following:

Strengths

(ex. works well with peers, has great vocabulary skills, is a good classroom helper)

Description of any Situational Events

These are immediate and time bound events, such as recent divorce, new student in class, changes in the family dynamics, or student relocation to a new school.

FBA Analysis Continued…

Description of Target Behavior (Must be measurable, observable, and repeatable)

What is the child doing? When/under what

conditions is the child doing it? How often is the child doing it? (frequency) (ex. Johnny yells and curses when given an assignment

that requires him to read independently on 2 out of 4 assignments.)

FBA Analysis Continued…

Frequency, Intensity, and Duration

(Frequency – 3x a day, 12 x in a 45 minute period, Intensity – On a scale of 1 -5 (1 = low, 5 = high) Duration – Approximately 5 minutes, the entire

block)

Previous Interventions

(What has been tried in the past? Seating or schedule changes, peer buddies, support during transitions)

FBA Analysis Continued…

Setting Events/Precipitating Factors

Slow Triggers – (pervasive antecedents) such as medication issues, home issues, lack of social skills, academic issues

Fast Triggers – (immediate triggers) what preceded the behavior such as peer interactions, new assignments/tasks, unstructured activities, noises, lights

FBA Analysis Continued…

Consequences

Typical responses by the school – do they reinforce the function of the behavior?

How does the student respond to the consequence(s)?

1. GAIN or OBTAIN – could tangible, social, sensory, or attention from adults or peers

2. ESCAPE or AVOID SOMETHING – could be a task, person, situation, sensory stimulation, social interaction, attention, etc.

What is the function /cause of acting out behavior?

Completing an FBA provides a hypothesis…

• When Perry is getting little attention in a large group in the classroom, he is likely to shout profanities and throw things to get peer attention. The less attention Perry has received during the day, the more likely this pattern is to occur.

Determining the function of the behavior

• Watch the video about TRACY, • Look for the antecedents, triggers,

consequences and specific behavior.• In your group, determine the function of

the student’s behavior

– 1. GAIN or OBTAIN – could tangible, social, sensory, or attention from adults or peers

– 2. ESCAPE or AVOID SOMETHING – could be a task, person, situation, sensory stimulation, social interaction, attention, etc.

Workbookpg,. 47

Practice

Eric1. -Observe Eric’s behavior and as a

team fill out the FBA form, including the hypothesis

Team Members

Teacher PE Teacher

Counselor

Principal

LibrarianParent

Slide 18 -21

Link the BIP to the FBA…

• You have identified the function of the behavior (gain or avoid)

• Create a behavior plan that will address the function and teach the replacement behavior. This will continue to meet the student’s need to gain or avoid.

Step 3

Create a

Behavior Intervention Plan

ABSS (BIP) form

Behavior Intervention Plan Must Include:

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Setting Event Strategies

Replacement Behavior

Adult/student Responsibilities

Reinforcement Continuum of Consequences

Data Collection & System to

Review

Can we prevent the behavior from happening?Setting Event/Precipitating Factors

Setting Event/Precipitating Factors

• medication issues• home issues• lack of social skills• academic issues• peer interactions• new assignments/tasks • unstructured activities• transitions• noises• lights

Setting Event Strategies• Communicate about responses to

medications• Collaborate with support network

for the family• Provide prompts for social

interactions• Tutoring or strategies to reduce

academic struggle• Modify peer group or interactions• Assignment planner/ steps on the

board• Teach a routine for the activity• Use a timer to signal transition• Remove noise/distraction• Use different lighting methodSetting Event

Strategies

Setting Events/ Precipitating Factors

• Why isn’t it enough to just make modifications for setting events?

• Talk with your team.

Setting Event Strategies

What will we teach? Replacement Behavior

1. What you want the student to do instead.2. Generally, the opposite of or incompatible with

the problem behavior.3. Can be taught.4. Is specific, objective, and measurable.

Replacement Behavior

What will we teach? Replacement Behavior

1. Identify the learner (John will…)2. Identify the target behavior (state what the

student will do)3. Identify the conditions of the intervention4. Identify criteria for acceptable performance

Johnny will ask to work with a peer or use the audio book when given an assignment that involves independent reading, 80% of the time. Replacemen

t Behavior

Is the behavior specific and Objective (IBSO)?

1. Can you count the number of times the behavior occurs in a 15 min. period, 1-hour, or 1 day? Or, can you count the number of minutes it takes for the child to perform the behavior? That is, can you tell someone the behavior occurred X number of times or X number of minutes in a day?

• Your answer should be yes…Replacement Behavior

Is the behavior specific and Objective (IBSO)?

2. Will a stranger know exactly what to look for when you tell him the target behavior you are planning to modify? That is, can you actually see the child performing the behavior when it occurs?

• The answer should be yes…Replacement Behavior

Your turn…

Replacement behaviors activity

Target Behavior Replacement Behavior

Replacement Behavior

Creating the Measureable GOAL for Replacement Behavior

Consider the following when writing a goal:• How often does the student engage in the

behavior now?• What is a realistic #/% for the student to

attain within the timeline for intervention?• What is reasonable in comparison to

peers?• How will data be collected to

measure the goal? Replacement Behavior

Measurable Goals

Key Factors to Consider

Baseline data-

Realistic- Reasonable- Intervention Data-

How often now?

For the intervention time?

Compared to peers?

Measure progress toward the goal?

Example: Will stay in seat during direction instruction 6 of 10 opportunities in 6 weeks

Average now=2 out of 10 opportunities per class

Will increase by 4 within the next 6 weeks

Peers in the class stay in their seat an average of 8 of 10 opportunities

Can be measured by a frequency count

Non-example: Will turn in 100% of homework assignments within 3 weeks.

Average now= 20% of assignments

Will increase by 80% in 3 weeks

Only 30% of students in the class have submitted 100% of assignments

Can be measured by a frequency count

Answer these questions for your measurable goal.

Replacement Behavior

Ideas to keep things lively when teaching social skills/ replacement

behaviors…

• Include games• Videotape what you are doing• Ask children to share stories about

prosocial behavior they see• Celebrate accomplishments• Connect activities to the children’s goals– more friends, a better academic performance,

a safer school(Thornton et al., 2000)

Replacement Behavior

Who is responsible? Adult & Student Responsibilities

For Instruction

Adult/staff Responsibilities:• What skills will be

taught?

• Who will teach the skill?

• Who will collect data?

• How will the teacher be supported with plan implementation/ data collection?

Student Responsibilities:

• How will the student demonstrate understanding and generalization of replacement behavior?

• How will the student self-monitor?

• How will the student actively participate in plan development and implementation?Adult/student

Responsibilities

What happens when replacement behavior is demonstrated? Reinforcements/Rewards

Tangible Privilege Sensory Social•Stickers•Tokens•Pencils•Armbands•“Bucks” •Food•Drink•Candy

•Homework pass•Access to media•Preferred activities•Teacher helper•Free time - (make is structured)

•Brushing•Listening to music•Tactile exposure•Swinging•Ball pit•Velcro

•Praise•Proximity•Physical contact•Written or verbal feedback•Seating

Reinforcement

Reinforcement/Reward Considerations

• Should be selected based on the function of the behavior.– If the function is attention, what kind of

reinforcement strategy would be most effective?

– If the function is avoidance, what kind of reinforcement strategy would be most effective?

• Review the list on the previous slide and mark which function you think might be best addressed by that reinforcement.

Reinforcement

What happens when the replacement behavior is not demonstrated? Continuum of

Consequences

Always begin with least severe.

• Warning• Does not earn point/token• Does not earn 2nd point/token & loss of

reward/privilege• Time-out in classroom• Parent contact • Time-out outside of classroom (ISS or Choices)• For those students whose behavior is danger to

self and others include a crisis plan or statement. Continuum

of Consequenc

es

Continuum of Consequences

• What are other consequences used in your schools?

• Please discuss options for consideration at your school.

Continuum of

Consequences

How will we know? Progress Monitoring

• Point sheets• DBR – Daily Behavior Report

Data Collection & System to

Review

Progress Monitoring with Point Sheets

Data Collection & System to

Review

Progress Monitoring with the DBR

Data Collection & System to

Review

Factors to Consider Related to the BIP

• Classroom Management• Instructional Strategies

• Environmental Modifications• Social Skills Instruction

• Reinforcements the student is getting• Consequences the student is getting

Step 4. BIP Plan Review Form

-Dan Mulligan

Information provided by Kelly Rogers, S. Psy.S. Behavior

Consultant, Delta-School Craft ISD.

Behavior Intervention PlanNOT WORKING: Possible Causes

Short term vs. long term focus (there is no “quick fix”) Poor FBA Focus on stopping behavior rather than teaching new

behavior Inconsistency in responding to behavior Using too much Verbal Input and not enough Visual Input Lack of DATA based decision making Not all relevant staff informed Not defining success Lack of available reinforcers and consequences

BIP or no BIP…that is the question…

• Review the sample BIP

• Discuss the usefulness of this plan

• What is missing???

Would you consider this an individualized plan for a student?

Team Time

• Discuss and document your plan for Tertiary levels of support.

• Use the back of the BIP review to document:– Behavior team– FBA/BIP training needed– Suggestions for strategies

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PROBLEM SOLVING PRACTICE

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Example of Problem Solving

• Watch the video for Shane.• Review the sample FBA and BIP

paperwork for Shane• Discuss the behavior, forms, process

with your team

Team Practice

• Review your team’s Tier 3 student behavioral data

• Complete a draft FBA and BIP for student

Planning for Implementation

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How to evaluate Tier 3 Implementation?

• Evaluates all three levels of implementation

• Considers Systems, Data, and Practices

• Goal is 80% in each area• Use this evaluation to continue to

develop and strengthen all three levels of your problem solving model.

Hard copy of Implementation Inventory will be posted on the Wiki. 63

Resources for Planning

• Review your data from each section of the Implementation Inventory.

• Develop your Tier 2 and 3 Action Plan– Include short and long term goals– Remember to continue to address

Universal Systems

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WorkbookPg. 60-61

FBA/BIP Websites:

Center for Effective Collaboration and Practice: www.air-dc.org/cecp/cecp.html Council for Exceptional Children: www.cec.sped.org Wrights Law www.wrightslaw.com Colorado Department of Education: www.cde.state.co.us Conner’s Rating Scales www.parinc.com/achieve Devereux Behavior Rating Scales www.devereux.org/scale.htm Behavior: You can handle them all ww.disciplinehelp.com School Behavior www.schoolbehavior.com Positive Behavior Support www.pbis.org Intervention Central www.interventioncentral.org

Texts and Reproducibles

Jenson, W., Rhode, G. & Reavis, K. (1994). The Tough Kid Tool Box . Sopris West Publishers.

Mahler, D. E. (2005). 204 Fold and Say Social Skills. Superduper Publishing Company.

Olson, J. (2005). Go-To Guide for Social Skills. Thinking Publications.

References•Alberto, P.A. & Troutman, A.C. (2006). Applied Behavior Analysis for Teachers. Upper Saddle River, New Jersey: Pearson Education, Inc.

•Bateman & Bateman (2006). A Principal’s Guide to Special Education.

•The Center for Effective Collaboration and Practice, 1998

•Chandler, L. & Dahlquist, C. (2006). Functional Assessment: Strategies to Prevent and Remediate Challenging Behavior in School Settings.

•Colorado Department of Education (2001). Functional Behavioral Assessments and Behavior Intervention Plans: Questions and Answers.

•Holahan, T. & and Hussey, B. Training for Alternative Learning Environments, Instructors Guide.

•Lewis, T. Ph.D. Functional Behavioral Assessments: Moving Beyond Compliance to Create Comprehensive Positive Behavior Support Plans. University of Missouri - Columbia.

•Rogers, K. & S. Psy. S., Behavior Consultants, Delta-School Craft, ISD. (Information provided for Behavior Deficits & Excesses and Functions of Behavior handouts)

•Starin, S. Ph.D. Functional Behavioral Assessments: What, Why, When, Where, and Who? Wrightslaw.

Questions?

• Please complete your evaluation.• Thank you!

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