FBA and PBS

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FBA and PBS
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TKSS Review and Action Plan

• Make sure your scores area accurate
• In order to score 4 you should be applying all of
  those things and have completed a course on them.
  Awareness in not enough.
• Develop 5 learning goals based on your TKSS
  scores you would like to achieve in practicum and
  during this course.
• Talk with your peers about you might best achieve
  your goals.
• Write your goals down and how you are going to
  achieve them and post them in the writing journal
  I have for you on blackboard.

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Quiz Next week on this Weeks, Next Week Reading
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Applications of Preference Assessment

• Planning for context and curriculum
• Planning for life style enhancement
• Panning for instruction and interventions (e.g.,
  selecting reinforcers)

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You Can Assess Preference by

• Asking the student questions
• Observing the student
• Asking the family or others familiar with the
  student
• -and-
• You must allow for new options
• And preference assessment is ongoing

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Key Issues In Preference Assessment

• Provide a diversity of opportunities
• Consider preferences that have are not currently
  known
• Consider many types of preferences
• Find out what typical peers like
• Consider preferences that can be easily provided
  as a reinforcer
• Examples high status activities, borrowing
  valued items, peer attention, teacher attention,
  games, access to special equipment, awards that
  carry high status, extra classroom privileges

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Issues when students can not communicate with us
well

• Display 4 items
• Keep items near you
• Keep items equidistant
• Allow time to reach
• Consider eye gaze
• Do not lead with items/mix them up
• Allow opportunities for new items
• Replicate

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Activity

• Develop a preference assessment a student that
  one of the members of your group is using for
  their applied project based

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Functional Behavior Assessment and Positive
Behavior Support

• Historical approaches to problem behavior
• Goal
• Types of interventions
• New perspective
• Assumptions about human behavior
• Positive behavior support

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Problem Behavior

• Problem behavior is the single most common reason
  why students with disabilities are removed from
  school, work, and home settings (Reichle, 1990).
• 82 of crimes are committed by people who have
  dropped out of school (APA Commission on Youth
  Violence, 1993).
• "If antisocial behavior is not changed by the end
  of grade 3, it should be treated as a chronic
  condition much like diabetes. That is, it cannot
  be cured, but managed with the appropriate
  supports and continuing intervention" (Walker,
  Colvin, Ramsey, 1995, p. 6).
• (Lewis Sugai, 1999)

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Activity

• Discuss examples of how teachers/parents address
  problem behavior

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The old way of addressing problem behavior

• The goal to eliminate/reduce the behavior
• Time out from positive reinforcement
• Re-direct to a more acceptable behavior
• Reasoning and providing a rationale
• Aversive stimulation (punishment)
• Contingent electric shock
• Hair-pull (Banks Locke, 1966)
• Tickling (Greene Hoats, 1971)
• Loud No (Peine, 1972)
• Lemon juice
• Water spray

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The new way of addressing problem behavior

• The assumptions (Crone Horner, 2003)
• Human behavior is functional - it serves a
  purpose. --- problem behavior serves a function.
• Human behavior communicates --- problem behavior
  has a communicative intent.
• Human behavior is predictable- environmental
  conditions can set up, set off, or maintain
  problem behavior (A-B-C) --- problem behavior is
  related to context.
• Human behavior is changeable --- understanding
  the function, predictors, and consequences of
  problem behavior help develop appropriate
  interventions.

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Problem Behavior Communicates

• Students may engage in problem behavior because
  it works for them.
• Function or motivation for problem behavior
• Obtain desirable events- student gains access to
  something (attention, object/activity, internal
  stimulation)
• Escape/Avoid un-desirable events- student avoids
  something (attention, task/events, internal
  stimulation)
• (ONeill et al., 1997)

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Old Way New Way

• Goal- reduction or elimination of problem
  behavior
• Focus on problem behavior
• Generic intervention for all problem behavior
• Intervention is reactive
• Quick fix

• Goal- enhance lifestyle and improve quality of
  life
• Focus on arranging the environment and teaching
  new skills
• Intervention matched to purpose/function of the
  behavior
• Intervention is proactive- prevention
• Long-term outcomes

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The Competing Behavior Pathway
Maintaining Consequence Reinforce
Function
Setting Event
Setting Event Increasing Chances of
Problem behavior
Function purpose of the behavior
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Basic Functions of Behavior

• Sensory- sensation, auditory stimuli, visual
  stimuli, taste (ex wave hand, drawn to light)
• Escape- avoiding a given situation( ex I dont
  like to read, so I have a behavior problem during
  reading)
• Attention- a student gain attention when a
  problem behavior is preformed (ex talking in
  class- peer joke around with student)
• Tangible- a behavior is preformed in order get an
  item (a boy screams to get a toy)

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Behavior Pathway Summary
Natural Reinforcing
Behaviors
Desired Increase On Task Behavior
Consequence Reinforcement and attention
Setting Event Perceived Task Difficulty
Antecedent Academic Demand, Directions
Reinforcing Consequence peers laugh, teacher
gives extra time
Problem Disruption, Off Task
Function Attention
Acceptable Be in seat with less disruption
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Summary Statement
Antecedent Problem Behavior Maintaining
Consequence Function When given an academic
demand that is difficult or confusing to
Cassandra, she becomes off task and then
disruptive which results in gaining attention and
avoiding the task.
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Multi-component Behavior Intervention Planning
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Behavior Pathway Summary
Behaviors
Maintaining
Desired Increase On Task Behavior
Consequence Reinforcement and attention
Setting Event Perceived Task Difficulty
Antecedent Academic Demand, Directions
Consequence peers laugh, teacher gives extra time
Problem Disruption, Off Task
Acceptable Be in seat with less disruption
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Setting Event Strategies

• These are strategies that are designed to support
  students who have obvious setting events
• Setting event- family arguments in the morning-
  setting event strategy- counseling support
• Setting event-perceived academic
  difficulty-setting event strategy- one to one
  tutoring prior to instruction (to build skill and
  confidence)

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Key Strategies in FBA (Stage Quiroz, 1998)

• Antecedent Strategies
• Cueing Prompting
• Self-monitoring (has elements of reinforcement
  and behavior teaching)
• Instructional Modifications
• Behavior Teaching
• Social Skills Instruction
• Consequence Strategies
• Differential reinforcement of Alternative
  behaviors
• Differential attention
• Individual or group contingencies using positive
  reinforcement

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Antecedent Strategies

• Strategies we use proactively
• prior to the behavior problem occurring
• Setting Events Strategies are also antecedent
  strategies, but occur in the setting where the
  setting event originates.

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Antecedent Strategies

• Stimulus Cues- This strategy involves giving the
  student clear cues, signals, reminders, or an
  outline of expectations before the behavior will
  be required, in order to set the student up to be
  successful (i.e. The teacher says, Remember
  students who are in their seats quietly will be
  asked to line up for recess.).

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Antecedent Strategies

• Instructional Modifications- This strategy
  involves changing instructional presentation or
  work requirements of a student in order to make
  it easier for the student to successfully
  complete a task or an assignment. (i.e.,
  requiring only 1/2 the number of math problems,
  tape recording story ideas etc.).

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Behavior Teaching Strategies

• These strategies give a student a clear
  understanding of what behaviors are expected to
  be considered appropriate or successful. They are
  designed to replace the problem behavior or give
  the student new skills to meet their needs.
• Define It, Teach It, Model It, Practice It, and
  Reinforce It- regularly!

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Behavior Teaching Strategies

• Note In order to be successful a student should
  receive instruction about any strategy or
  expectation utilized in a behavior support plan.
  Remember, before you can expect a student to
  demonstrate a behavior you must
• Define It, Teach It, Model It, Practice It, and
  Reinforce It- regularly!

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Consequence Modification Strategies

• These strategies occur AFTER a behavior and serve
  to increase or maintain it. Examples are
• Differential Reinforcement of Alternative
  Behaviors - This strategy involves the teacher
  providing reinforcement for appropriate behaviors
  while not responding to problem ones (i.e. The
  teacher gives a desired token to the student when
  she sees the student working at the assignment
  rather than when the student is not working).

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Consequence Modification Strategies

• Group Contingencies- This strategy is used when a
  student CAN perform a skill but chooses not to
  and the student is motivated by peer attention.
  It involves creating a plan in which a group can
  earn a specific reinforcer for reaching a
  specific criteria (e.g. earning a pizza party
  after every student has turned in all assignments
  for a month.).

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Consequence Modifications Considerations

• The best reinforcers are connected in some way to
  behavior function
• This may not always be possible
• Antecedent strategies and skill based (Behavior
  teaching) strategies tend be more successful than
  consequence strategies