Using Competing Behavior Pathways to Build BSPs/PBIPs

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Using Competing Behavior Pathways to Build
BSPs/PBIPs

• Developed by
• Nishioka Sprague,
• University of Oregon
• Used with permission for AHAA cuatro
• By
• Diana Browning Wright

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Objectives

• Be able to develop a competing behavior pathways
• Understand and be able to describe the rationale
  for alternative functionally equivalent
  replacement behavior (e.g., why is it an
  important component)
• Understand how to link competing behavior
  pathways to the behavior plan

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Behavior Support Plan

• Identify and define problem behavior
• Collect functional assessment information
• Clear description of the problem behavior
• Identify events, times, and situations that
  predict when the problem behavior will and will
  not occur
• Identify maintaining consequences
• Develop one or more summary statements or
  testable hypothesis
• Direct observation to confirm the summary
  statement

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Applied Behavior Analysis Principles

• Behavior is shaped by experiences
• Learned
• Functional relationship between behavior
  environmental events
• Antecedent events
• Behavior
• Consequence events

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Guiding Behavioral Principles

• Human behavior is lawful
• Human behavior is important, understandable,
  predictable
• Human behavior is learned
• Human behavior is malleable teachable
• Behavior does NOT occur in a vacuum.it is
  affected directly by environmental events

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Whats next?

• Build a Behavior Support Plan
• Diagram the FBA summary statement
• Define alternative or competing behaviors and the
  contingencies associated with them
• Select intervention procedures that will make the
  problem behavior irrelevant, inefficient, and
  ineffective

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Construct A Competing Behavior A Visual
representation

• Diagram the confirmed functional assessment
  summary statement
• Define alternative or competing behaviors, and
  the contingencies associated with them
• Select intervention procedures

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Diagram Functional Assessment Summary Statement

• When the teacher or peers ask Caesar to do
  something he doesnt like, he begins to swear and
  hits to avoid the task. This behavior is more
  likely if he has had a conflict with a peer.

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Testable Hypothesis Diagram
When the teacher or peers ask Caesar to do
something he doesnt like, he begins to swear and
hits to avoid the task. This behavior is more
likely if he has had a conflict with a peer.

• .

Consequence Avoid requests or tasks
Antecedent Teacher/peer request
Setting Event Immediate past Peer conflict
Problem Behavior Swearing hitting
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Fundamental Rule

• You should not propose to reduce a problem
  behavior without identifying the alternative,
  desired behaviors the person should perform
  instead of the problem behavior (ONeill, pg. 71)

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Goal of the Behavior Intervention Plan
Prevent and Decrease Problem Behavior
Increase Desired Behavior
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Define FERB Behaviors

• Must meet same function as problem behavior,
• Be in the individuals repertoire or easily
  taught, and represent the beginning point for
  teaching desired behavior.
• Have good contextual fit with the setting and
  situation

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Define Alternative Behaviors1.FERB and
2.General Positive

• Must both be within the skill attainment range
  for the student (Zone of Proximal Development)
• Be in the individuals repertoire or easily
  taught, and represent the beginning point for
  teaching desired behavior.
• Must NOT reduce quality of life now or in the
  future

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Desired Alternative
Typical Consequence
Summary Statement
Maintaining Consequences
Problem Behavior
Setting Events
Triggering Antecedents
Acceptable Alternative
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Aaron

• When Aaron is seated near peers he likes,
• he begins talking to get their attention.

Problem Behavior Talking off-task
Antecedent Preferred Peers
Setting Event Lack of peer contact for 30
minutes
Maintaining Consequence Get peer attention
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Desired Alternative
Typical Consequence
Summary Statement
Points, grades, questions, more work.
Do work w/o complaints.
Maintaining Consequences
Setting Events
Triggering Antecedents
Problem Behavior
Refuses to follow directions, swears, hits,
Peer conflict
Asked to do difficult assignment.
Avoid task, remove from class
Acceptable Alternative
Ask for break or help.
Caesar
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Desired Alternative
Typical Consequence
Summary Statement
.
Setting Events
Triggering Antecedents
Problem Behavior
Maintaining Consequences
Talking Off Task
Lack of peer contact in 30 minutes.
Sitting next to preferred peers.
Get Peer Attention.
Acceptable Alternative
Aaron
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A Context for Behavior Support Plans/PBIP Plans

• Behavior support is the redesign of environments,
  not the redesign of individuals (e.g., disability
  is not cured).
• Positive Behavior Support plans define changes in
  the behavior of those who will implement the
  plan. A behavior support plan describes what we
  will do differently.

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Guidelines

• Design antecedent strategies to make triggering
  antecedents ineffective.
• So they no longer serve as triggers.
• Design behavior teaching strategies to make
  problem behaviors inefficient.
• So more acceptable behaviors are easier to do.

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Guidelines

• Design consequence strategies to make maintaining
  consequences irrelevant.
• So they no longer are present or
• Are less reinforcing.
• Design setting event strategies to eliminate or
  neutralize effects of setting events.
• So they have less impact on routines
  reinforcers.

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Intervention emphases

• Prevention
• Emphasis on teaching
• Environmental redesign
• Antecedent Manipulations
• Function-based support
• Comprehensive Interventions
• Systems change

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Select Intervention Procedures

• Coordinate a meeting with people who will
  implement the Behavior Intervention Plan
• Diagram the competing behavior model
• Plan intervention strategies
• Begin with setting events
• Emphasize changes in immediate antecedent events
• List strategies for teaching and promoting
  desired and alternative behaviors
• Examine how consequences should be changed to
  make the competing behavior path more likely

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Desired Alternative
Typical Consequence
Summary Statement
Points, grades, questions, more work.
Do work w/o complaints.
Maintaining Consequences
Setting Events
Triggering Antecedents
Problem Behavior
Refuses to follow directions, swears, hits,
Peer conflict
Asked to do difficult assignment.
Avoid task, remove from class
Acceptable Alternative
Ask for break or help.
Caesar
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CaesarAlternative - Ask for Break
Setting Events
Teaching Behaviors
Maintaining Consequences
Triggering Antecedents

• Give Caesar
• a break when
• he has a
• peer conflict
• Neutralize

• Teach Caesar
• to ask for help
• and/or break
• Inefficient

• Praise and
• tokens for
• appropriate
• work
• Get reduced
• assignment
• Ineffective

• Modified work
• Choice of
• Worksheet
• Teacher precorrection
• Irrelevant

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Desired Alternative
Typical Consequence
Summary Statement
Points, grades
Work and finish assignment.
Setting Events
Triggering Antecedents
Maintaining Consequences
Problem Behavior
Talking Off Task
Lack of peer contact in 30 minutes.
Sitting next to preferred peers.
Get Peer Attention.
Work quietly on task
Acceptable Alternative
Aaron
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AaronAlternative Behavior Peer Tutor
Setting Events
Triggering Antecedents
Teaching Behaviors
Maintaining Consequences

• Schedule learning
• activities with
• Peers every
• 30 minutes
• Neutralize

• Choice of seating
• Choice of work
• Self-managementsheet
• Teacher precorrectionIrrelevant

• Teach Aaron to- self-assess
• -self-monitor
• -self-recruitadult and peer
• attentionInefficient

• Earn to work
• with peer after
• completion
• of _____ work
• Praise for
• appropriate
• work
• Ineffective

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Lisa

• When the teacher asks Lisa to do a difficult
• task, she puts her head down on her desk to
• avoid the task.

Consequence Teacher directs requests to another
Setting Event None
Antecedent Teacher Request
Problem Behavior Eyes/head Down on arms
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Desired Alternative
Typical Consequence
Summary Statement
Verbal Praise
Answer question
Maintaining Consequences
Setting Events
Triggering Antecedents
Problem Behavior
Head down on desk,
None
Teacher Question
Avoid talking
Write response
Acceptable Alternative
Lisa
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LisaAlternative - Ask for Break
Setting Events
Triggering Antecedents
Teaching Behaviors
Maintaining Consequences

• Neutralize

• Teacher
• precorrection
• Written sheet
• to record
• answers
• Irrelevant

• Teach Lisa
• - self-assess
• - self- monitor
• - self-recruit Teach Lisa
• on-task behaviorInefficient

• Praise for head up
• Special reward
• for verbal answers
• Planned correction
• Ineffective

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Four Considerations for BIPs

• Alter patterns of behavior
• Use Functional Behavioral Assessment results
• Be consistent with behavioral principals
• Antecedent events irrelevant
• Problem behaviors inefficient
• Maintaining consequences ineffective
• Good contextual fit

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Behavior Intervention Plan

• Identify and define problem behavior
• Collect functional assessment information
• Develop testable hypothesis statement
• Confirm hypothesis statement with direct
  observations
• Build a competing behavior pathway
• Develop implement behavior intervention plan
• On-going monitoring and evaluation