Lead

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Lead

• Leading A Team from a Functional Behavior
  Assessment to a Behavior Intervention Plans in
  Seven Easy Steps
• From the work of Rob Horner and Others
• Presented By Ken Kramberg
• And Richard Boltax

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Function Based Approach

• A process that focuses on
• changing environmental factors
• instead of
• fixing the person.
• Its about what we as adults will do differently!

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F B A
Assessing predictable relationships between the
environment and behavior

• Involves observations of student in natural
  environments
• Determine why problems occur
• Testable explanations
• The purpose is to get the information
  necessary to create a successful plan
• Plans focus primarily on prevention

only
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ERASEproblem behavior
Explain - What is the problem?Reason - What is
he/she getting out of it or avoiding?Appropriate
- What do you want him/her to do
instead?Support - How can you help this happen
more often? Evaluate - How will you know if it
works?
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(Challenging Behavior)
secprevnten
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Behavior
Examples
NonExamples
Kicking Pinching Cursing Hitting Spitting Yelling
Disrespect Defiance Off task Anger
secprvten
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Defining Target Behaviors
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Only Two Basic Functions
Positive Reinforcement
Negative Reinforcement
Existing aversive condition identified
from Horner Sugai at www.pbis.org
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Ex1. Determining Function

• Given a task, student
• Whispers that work is stupid,
• Writes on papers,
• Says work is stupid,
• Throws paper in waste basket,
• Leaves room.
• What is function of behavior? (Test)

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Ex2.

• Given difficult task, student
• Says this work is stupid,
• Pokes student at next table,
• Argues with student,
• Tells teacher to butt out,
• Threatens teacher
• Runs away from teacher who chases.
• What is function of behavior? (Test)

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Irrelavant Transition Slide
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When Sequoia misses her 1230 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.
Avoid difficult tasks
What function?
Setting event
Antecedent
Response
Consequence
Sequoia makes negative self- statements writes
profane language
Teacher sends Sequoia to office for
being disrespectful
Misses 1230 medication
Teachers make multiple task demands
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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.
Escape adult peer attention
What function?
Setting event
Antecedent
Response
Consequence
Caesar is teased several times about his hair by
his friends before class
His teacher stares at his hair in class
Caesar asks his teacher what shes staring at
His teacher sends him to in-school detention
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• Functional Behavior Pathways

Problem Behavior
Setting Condition
Antecedent Trigger
Access or Avoid reinforce
Replacement Behavior
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• Functional Behavior Pathways

MaintainingConsequence
Desired Behavior
Maintaining Consequence
Setting Condition
Antecedent Trigger
Problem Behavior
Function
Replacement Behavior
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Adapted from Sugai, Lewis-Palmer, Hagan, 1999
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Step 1 Define the Problem Behavior

• What does the problem behavior look like?
• Conduct interviews, review prior incidents
  observations across the students
  routine/settings to define the problem behavior.
• Observable, measurable, concrete language.
• NON EXAMPLE EXAMPLE
• poor impulse control high pitched screams
• angry, hostile, resentful kicking over chairs
• paying attention completes tasks
• Estimate how often the problem behavior occurs
  how intense the problem behavior is.

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STEP 2 Gathering Information

• What sequence of events reliably predicts the
  problem behavior?
• Maintaining Consequences
• What happens immediately after the problem
  behavior?
• What is the child trying to GET or GET AWAY from?
• Get social attention
• Get objects/access to activities
• Get sensory stimulation
• Avoid aversive task/activity
• Avoid aversive social contact
• Avoid aversive sensory stimulation

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STEP 2 Gathering Information

• What sequence of events reliably predicts the
  problem behavior?
• Antecedent Events (Fast Triggers)
• Analyze routines in the students day to
  identify
• Where, when, with whom the problem behavior
  occurs?
• Where, when, with whom desirable behavior is
  more likely to occur?
• What events, contexts, demands, tasks, people
  reliably trigger/precede the behavior?

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STEP 2 Gathering Information

• What sequence of events reliably predicts the
  problem behavior?
• Setting Events (Slow Triggers - Removed in Time)
• Events Removed in time that influence the
  behavior
• What distal events tend to predict when the
  problem behavior will occur later?

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Step 3 Generate a Hypothesis Statement

• A hypothesis statement is
• a summary statement that describes the teams
  best guess about the relationship between the
  problem behavior and the characteristics of the
  environment- the specific contexts and the
  specific function.
• The goal of which is
• to identify specific CONCRETE circumstances
  regularly associated with the occurrence and
  nonoccurrence of the problem behavior.

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Anatomy of an Hypothesis Statement

• When ______________________________,
• (summarize the antecedents here)
• he/she will _______________________
• (summarize the problem
  behavior here)
• in order to _____________________________.
• (summarize the function
  here)

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Step 4 Build a Competing Behavior Pathway

• Behavior Support Plans are only as effective as
  our understanding of the context of the problem
  behavior.
• Therefore
• Invest the time it takes, for each child, to
  build a precise hypothesis statement.
• To be effective, Behavior Support Plans must
  include specific components that PROMOTE positive
  behavior and DETER problem behavior.

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Fundamental Rule!

• You should not propose to reduce a problem
  behavior without also identifying alternative,
  desired behaviors person should perform instead
  of problem behavior (ONeill et al., 1997, p.
  71).

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Build a Competing Behavior Pathway
Maintaining Consequence
Desired Behavior
Setting Event
Triggering Antecedent
Maintaining Consequence
Problem Behavior
Replacement Behavior
Adapted from Crone, D.A. and Horner,R.H., 2003
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Build a Competing Behavior Pathway
Completes task
Independent classwork
Does not have teach attention
Gets verbal praise from teacher
Makes noises
Gets help from teacher
Raises hand and asks for help or break
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Behavior Intervention Program (BIP)

• Two Goals
• Reduce problem behaviors
• Increase appropriate behaviors
• Make behaviors
• Irrelevant
• Inefficient
• ineffective

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Teaching Replacement Behaviors

1. Explain
2. Specify student behavior
3. Model
4. Practice
5. Reinforce

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Step 5 Design a Behavior Intervention Plan

• Preventive Strategies
• AKA Make the problem behavior irrelevant
• What modifications to the environment
• (academic, social, physical)
• may PREVENT the problem behavior?
• What adjustments will make the problem behavior
  unnecessary?

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Examples of Preventive Strategies

• Increase the effectiveness of instruction for
  this child
• (Strategy Instruction, Content Enhancement
  Routines)
• Increase academic skill levels
• Modify the curriculum
• (interest preferences, choice, sequence)
• Modify the demands
• (quantity, difficulty, input, output, groupings,
  alternative tasks)
• Clarify the expectations
• Reorganize the physical interactional setting
• (have supplies available, pair seats, independent
  seats)

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FBA/BSP Worksheet
Desired Behavior
Maintaining Consequences
Use words to express self ask for help
Successful Social Interactions
Challenging Behavior
Triggering Events
Maintaining Consequences
Setting Events
Restless night/wakes up tired
Fights/hits other students (sometimes teacher)
Confusion with games rules on playground
Adult intervenes

Alternate Behavior

• 1. Yell (dont touch)

2. Squeeze hands stomp feet
3. Get an adult
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Behavior Intervention Planning
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Step 6 Plan for Implementation of the BIP

• Behavior Intervention Plans outline specifically
• What replacement behaviors will be taught to the
  student?
• Who will teach replacement behaviors to the
  student?
• How the student will be taught to use the
  replacement behaviors?
• What will be used to signal the student to use
  the new skill(s)? (natural events, teacher
  prompt, time, peer)

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Do quiz without complaints.
Discussion about answers homework.
On Mondays and/or when up all of the night
before.
Daily nongraded quiz on previous nights homework
Verbal protests, slump in chair, walks out
of room.
Avoids doing quiz homework discussion.
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, or request 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
blank 2. Turn in w/ name 3. Turn in w/ name
first item done. 4. Turn in w/ name 50 of
items done.
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Behavioral Pathway

Antecedent Less structured activities that
involve competition
Setting Event Days with Gym
Problem Behavior Negative comments about
activity and to peers leading to physical contact
Consequence Sent out of P.E. class
Function To escape setting
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Brief Function-based Interventions

• Teaching Strategies
• Teach social skills (getting along with others,
  friendship, problem solving, sportsmanship)
• Teach how to approach gym teacher to ask for a
  drink of water to leave setting.
• Teach student how to re-enter and continue with
  activity

• Consequence Supports
• Acknowledgingrewarding student when uses new
  skills (asking for a drink of water to leave,
  using respectful language with peers, being a
  good sport, etc..)

• Antecedent Strategies
• Behavior Lessons for all students about using
  respectful language with self and others and how
  to be to be a good sport
• . More frequent activities with less focus on
  competition (parachute, 4-square, etc...)
• Pre-correct

• Setting Event Supports
• Add check-in before gym

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Step 7 BIP Monitoring Modification

• Behavior Intervention Plans outline specifically
• What behavioral changes will we expect?
• general outcome, long short term goals,
• maintenance generalization
• What methods will be used to measure and monitor
  progress toward the goals?
• How will progress be recorded, at what
• frequency, and by whom?

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Step 7 BIP Monitoring Modification

• Behavior Support Plans outline specifically
• What decision rules/criteria will be used to
  decide if the BIP should be maintained, faded,
  modified, or discontinued?
• Who will be responsible for monitoring the
  accuracy or the integrity of the implementation
  of the BIP?
• At what interval will the team monitor the BIP?

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FBA Team Process Steps

1. Collect information.
2. Develop testable hypothesis or summary statement.
3. Collect direct observation data to confirm
   summary statement.
4. Develop competing pathways summary statement.
5. Develop BIP.
6. Develop details routines for full
   implementation of BSP.
7. Develop strategies for monitoring evaluating
   implementation of BSP.

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Activity 12Planning the FBA Process

• Begin work on these steps and complete for
  homework
• Establish a process for referral for and
  completion of a FBA. Complete guiding questions
  in Workbook.