basic fba to bip using functional behavioral assessment (fba) to develop function-based behavior...
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Basic FBA to BIPUsing Functional Behavioral Assessment (FBA)
to Develop Function-Based Behavior Intervention Plans (BIP)
Day One
Learning ObjectivesDay One:
• Understand the concepts of “function” and “functional behavior assessment”
• Consider how FBA/BIP fits within a multi-tiered system of supports
• Learn the FBA process and practice with selected student
Day Two:
• Develop a BIP for selected student
• Plan for implementing FBA/BIP within your multi-tiered system
Materialswww.pbisvermont.org
Introduction and Practice in Functional Behavior Assessment
and Behavior Intervention Planning (FBA/BIP)
From FBA to BIP
Planning Workbook
http://www.youtube.com/watch?v=hkKOqij_Tdw
What’s the function of this behavior?
Function Based Approach
Focuses on:
Changing environmental factorsinstead of
fixing the person.
It’s about what we as adults will do differently!
Simple vs Complex FBASIMPLE COMPLEX
FOR Students that demonstrate high frequency behaviors that are not dangerous, have received interventions that did not improve behavior, show behaviors in only 1-2 settings
Students that demonstrate dangerous behaviors or show behaviors that occur in 3 or more school settings
WHAT Relatively simple and efficient process to guide behavior support planning
Time-intensive process that involves emergency planning, family-centered planning, and collaboration with outside agencies
DEVELOPED BY WHOM
Team of school-based personnel (ex: teachers, special educator, counselor, administrator, behavior support personnel)
School-based team, including professionals trained to develop and implement intensive interventions for students with severe problem behaviors (ex: behavior specialist or school psychologist)
How Does the Functional Approach
Fit Into Your School’sMulti-Tiered System of Supports?
Universal
Six Components of Universal
1. Purpose Statement2. 3-5 Expectations3. System for Teaching
Expectations4. System for Acknowledging
Expectations5. System for Discouraging
Problem Behavior6. Data-based Decision MakingTh
ink Fu
nction
ally!
Targeted Interventions• Implement Universal with
Fidelity• Inventory Existing Targeted
Practices• Develop Intervention – ie.
Check-in/Check-out• Develop Data System to
Support Targeted Interventions
Targeted
Match in
terventions to th
e functi
on of
the behavior!
Examples: Targeted Group Interventions Based on Functions of Behavior
Access Adult Attention/Support:
Check-In/Check-Out Adult Mentoring
Programs Access Peer Attention/Support:
Social Skills Instruction Peer Mentoring Self-Monitoring with
Peer Support (function: academic task escape)
Academic Skills Support: Organization/
Homework planning support
Homework completion club
Tutoring
Intensive
INTENSIVE LEVEL• Establish Intensive Team• Establish SU Supports for
the Intensive Level• Establish SU and
interagency• Develop Capacity for
Wraparound SupportsCreate co
mprehensive FBA/BIP
School-wide Positive Behavioral Supports
80% of Students
Secondary Group
Supports10-15% of Students
Individualized Supports
5% of Students
Behavior Specialist responsible for 25 FBAs in school of 500
Personnel with “flexible” roles conduct proactive Simple FBA to expand the scope of FBA, prevent intensive problem behaviors, & decrease reliance on specialist.
FBA LOGIC MODELSheldon Loman, University of Oregon
Who is Responsible for Conducting FBA/BIP in Your School?
How does someone access this FBA/BIP?
Requesting an FBA
• Teachers & school teams should be able to identify the system for requesting assistance
• Teachers should be able to identify who to access assistance from
• The targeted team (EST) will determine when an FBA/BIP referral is necessary based on data
ACTIVITY 1:
Using the questions in the workbook, review/develop your school’s process for accessing an FBA/BIP
D.A.S.H.
• Define behavior in observable and measurable terms
• Ask about behavior by interviewing staff and studentspecify routines where & when behavior occurssummarize where, when, and why behavior occurs
• See the behaviorobserve the behavior during routines specifiedobserve to verify summary from interviews
• Hypothesizea final summary of where, when, and why behaviors
occur
Defining and
Understanding Behavior
The ABC’s of Understanding Behavior
A = AntecedentFind out the events that occur right
before the behavior. When and Where?
B = BehaviorFind out What is the observable
problem behavior
C = ConsequenceFind out what happens after the
behavior occurrs. Why?
Always Start by Defining the Problem Behavior
2Antecedents/
Triggers
When _____happens….
1 Behavior:
the student does (what)__
3Consequence/
Function
..and as a result ______
Defining Observable Behaviors
Definitions of behaviors need to be:
* Observable: The behavior is an action that can be seen
* Measurable: The behavior can be counted or timed
* Defined so clearly: that a person unfamiliar with the student could recognize the behavior without any doubts!
Examples and Non-ExamplesNON-OBSERVABLE / MEASURABLE OBSERVABLE / MEASURABLE
Disruptive behaviors Talks when teacher is lecturing, calling out in a loud voice, singing
Off-task behaviors Draws pictures during group work time
Angry, Hostile Behaviors Throwing objects, Kicking over chairs
Inappropriate language Calls peers names
Attention problems Tapping/ drumming on desk, looking around the classroom
Non-compliance Refusal to do work, failure to follow directions
Defiance Yells “No” or “You can’t make me” when given direction
Are these observable & measurable?
• Gets out of desk and hits other students• Has separation anxiety (from parent)• Spacey• Reads 120 wpm• Says she hears voices• Emotionally disturbed• Doesn’t like classmates
Defining Behavior Tip #1Ask yourself:
“What does the behavior look like?”
Talking out: Any verbalization made by the student that was not initiated by the teacher and/or distracts others from the assigned tasks in the classroom
Defining Behavior Tip #2Provide Examples and Non-Examples of
the Problem Behavior
Examples of Talking Out:· Answering a question the teacher asks of a different student· Talking when the teacher is giving directions· Talking to peers during independent work time
Non-examples of Talking Out:· Answering a question the teacher asks of the student· Calling out to another student during recess· Talking with table mates during a cooperative group activity
ACTIVITY 2:
Using your workbook, provide an observable & measurable definition for ONE of these behaviors:
Jeff is always disruptive in classHailey is constantly off-task during
mathChris is defiantBrandon is angry and hostileAlexis uses inappropriate language
D.A.S.H.
• Define behavior in observable and measurable terms
• Ask about behavior by interviewing staff and studentspecify routines where & when behavior occurssummarize where, when, and why behavior occurs
• See the behaviorobserve the behavior during routines specifiedobserve to verify summary from interviews
• Hypothesizea final summary of where, when, and why behaviors
occur
AskingAbout When, Where, and Why
the Behavior Occurs
Once you have defined the problem behavior…
THEN: Where & When does the behavior occur? – Routines– Triggering Antecedents
2Antecedents/
Triggers
When _____happens….
1 Behavior:
the student does (what)__
WHERE and WHEN Does the Problem Behavior Occur?
WHERE = Routines where the problem behavior is most likely
Examples: during math class, gym, lunch, recess
WHEN = Specific events (or antecedents) within a routine that “trigger” the problem behavior
Examples: when given double-digit addition, given directions
Identifying Antecedent “Triggers”
Identify the event, action, or object that occurs right before the problem behavior (When…)– Signals the behavior– “Sets it off” (trigger)
Identify the ANTECEDENT in these examples: – At the lunch table, when told to shut up by a peer,
Ben hits the student
– In language arts class, when asked to read aloud in class, Tracy gets up and tells jokes
– During circle time, when praised Jessie starts crying
ACTIVITY 3:
Using your workbook, identify the behavior and antecedent in the following scenarios
During passing period in the hallway before recess, when peers tease him about his walk, A.J. calls them names and hits them.
Routine: “During __________________________”
Scenario #1
PEERS TEASE ABOUT HIS WALK
CALLS NAMES & HITS
Passing Period before RecessAntecedent
When…When…
Antecedent
When… The student...The student...
Behavior
In math class, Bea stares off into space and does not respond to teacher directions when she is given a difficult math problem.
Routine: “During________________”
Scenario #2
GIVEN A DIFFICULT MATH PROBLEM
STARES & DOES NOT RESPOND TO DIRECTIONS
Math Class
When…
Antecedent
When…
Behavior
The student…
Once you have defined the behavior (the What) & know Where & When
the behavior occurs…Then: What is the CONSEQUENCE? (What happens
after or as a result of the behavior?)
2Routines/Antecedents:
When _____happens….
1 Behavior:
the student does (what)__
3Consequence/Outcome
..and as a result ______
Consequence: Determine What Happens Right After the Behavior
It may help to think: “and as a result ______________”
Example (AntecedentBehaviorConsequence)– During recess, when peers tease him, Ben hits his peers
and they leave him alone.
– During reading, When asked to read aloud Tracy tells jokes, the other students laugh, and she is sent to the office (missing the assignment)
– During circle time, when praised Jessie starts crying, the teacher stops circle time and comforts her
ACTIVITY 4:
Using your workbook, identify the behavior, routine, antecedent, and consequence in the following scenarios
Scenario #1
Joe throws his pencil and rips his paper during math whenever he is given double-digit math problems. This results in him getting sent to the office.
Routine: “During ________________”Antecedent/Trigger:
When..Behavior:
Student does..Consequence/Outcome:
and as a result…
Math class
Throws pencil & rips paper Sent to the office
Given double-digit math problems
Scenario #2
Nancy cries during reading time when she is asked to work by herself. This results in the teacher sitting and reading with her.
Routine: “During ________________”Antecedent/Trigger:
When…Behavior:
Student does..Consequence/Outcome:
and as a result...
Reading
CriesAsked to work by herself
The teacher sits & reads with her
FUNCTION: Understanding Why the Behavior Occurs
• When understanding behavior, we want to learn what FUNCTION (or purpose) the behavior is serving for the student (what is the pay-off for the student or what maintains that behavior?)
• You need to understand from the student’s perspective…
– What are they getting (or trying to get) from engaging in this behavior
– What is the most important thing that the student wants to gain (or avoid) by using this behavior
Functions that Behavior Serves
ProblemBehavior
Obtain/GetSomething
Escape/Avoid
Something
SocialTangible/Activity
Adult
Stimulation/Sensory
Peer
Most Common Functions of Behavior
To Obtain/ Get :· Peer attention
· Adult attention
· Desired activity
· Desired object/ items
· Sensory stimulation: auditory,
tactile, etc.
To Avoid/ Escape:· Difficult Task
· Boring Task
· Easy Task
· Physical demand
· Non-preferred activity
· Peer attention
· Staff attention
· Reprimands
• Obtain/Get Reinforcers– I yell and others look at me
– I fight and others listen to me
– I wander and people talk to me
– I hit in order to get toys from other kids
• Escape/Avoid Aversives– I cry when work gets hard and the teacher tells me to take a time out
– I throw a book during math class and the teacher will remove me from class
– I stand out of the way during PE and the other game participants will avoid throwing me the ball.
Examples of Function in School
Understanding FUNCTION: WHY? What maintains the behavior?
Use information about the routine, antecedent, behavior, & consequence to determine that the function of the behavior is either to:
-Get or Avoid something in the environment
Routine: During ________________
Antecedent/Trigger: When _________
Behavior: Student does _________
Consequence/Outcome: and as a result…
__________
Therefore, the function of the behavior is to:
get/avoid ____________
What is the Function of Bobby’s Behavior?
When asked to work with a partner in science, Bobby tears up his assignment and stomps his feet. The teacher then has Bobby sit down at his desk to complete the same assignment, while the rest of the class works together with their partners.
Get?? Avoid?? What? An Activity? Peers? Teacher?
Consequence/Outcome: and as a result...
Sent to his desk to complete the assignment
Therefore, the function of the behavior is to:
get/avoid
Bobby’s Summary Statement
Antecedent/Trigger: When ..
Asked to work with a partner
Behavior: Student..
Tears assignment & stomps feet
Avoiding working with a partner is what maintains the behavior!!
Routine: During ________________Science
Working with a partner
What is the Function of Jane’s Behavior?
Jane, a fifth grade student, was referred for disruptive behavior to the student support team by her teacher, Mrs. O’Neil.
After interviewing Mrs. O’Neil and conducting several observations of Jane in the classroom, the team determined that during transitions (from lunch, recess, dismissal) in the hallway when staff are present, she shouts profanities.
Then, adults spend time talking with her about her behavior.
Jane’s Summary Statement
Antecedent/Trigger: When ..
Behavior: Student..
Consequence/Outcome: and as a result...
Therefore, the function of the behavior is to:
get/avoid
Adult Attention is what maintains the behavior!!
Routine: During ________________Transitions
Staff are present
Shouts profanities Adults talk to her
Attention from Adults
ACTIVITY 5:
Using your workbook, identify the behavior, routine, antecedent, and consequence in the following scenarios
Use this information to determine the most likely FUNCTION of the problem behavior
When asked to sit with to his peers in morning circle, Mike pulls the hair of the girl sitting next to him. The teacher tells Mike to go back and sit at his desk.
Routine: “During ________________ “
Scenario #1
Antecedent/Trigger: “When …
Behavior: Student does…
Consequence/Outcome: and as a result…
Therefore, the function of the behavior is to:
get/avoid
Asked to sit with peers
Morning Circle
Pulls hair of girl next to him
Sent to sit at desk
Sitting at morning circle
When Selena’s teachers present multiple difficult task demands in language arts, 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 (and she misses the assignment).
Routine: “During ________________ “
Scenario #2
51
Antecedent/Trigger: “When …
Behavior: Student does..
Consequence/Outcome: and as a result…
Therefore, the function of the behavior is to:
get/avoid
Multiple demands for difficult tasks
Language Arts
Sent to office
Difficult Tasks
Makes negative self-statements & writes profane language
From the video you just watched on Shane ….
Routine: “During ________________”
Scenario #3
53
Antecedent/Trigger: “When …
Behavior: Student does..
Consequence/Outcome: and as a result…
Therefore, the function of the behavior is to:
get/avoid
After we defined the behavior (the What) & know Where & When & Why the behavior occurs…
Then: We ask: Are there any events that happen outside of the routine that “SET UP” the behavior (make it more likely to occur)?
2Antecedents/ Triggers
1 Behavior
3
Consequence/ Outcome
4
Setting Events
Setting Events
• Events, removed from the immediate situation, that have an impact on the student’s behavior
• Things that, when a trigger is present, increases the chances that the problem behavior will occur
• Examples: lack of sleep, illness, change in routines, trauma, argument at home the night before, bullying, etc.
Antecedents vs. Setting Events
• Antecedents - occur immediately before and act as “triggers” for problem behavior
• Setting Events – indirectly “set-up” the problem behavior by temporarily altering the value of maintaining consequences.
*Setting events can help us PREDICT that the problem behavior will occur.
Common Setting Events: “Set ups”
• Lack of sleep or food• Having a fight on the way to school• Bad grade on a test / reprimands• Forgetting to take medication• Substitute teacher / changes in routine
Non-examples:• Diagnosis of autism or ADHD• “Bad” home life
NOTE:Setting Events can be difficult to identify,
are often unknown.
When peers approach Victor in the hallway and say, “Hello”, he yells “Leave me alone!” and “Go away!” Peers say he is weird and walk away. This is most likely to happen on days that Victor has an argument with his sibling before school.
What is the triggering antecedent?
- Peers approach and say “hello”
What is the setting event? - Argument with sibling before school
Setting Events: Example
D.A.S.H.
• Define behavior in observable and measurable terms
• Ask about behavior by interviewing staff and studentspecify routines where & when behavior occurssummarize where, when, and why behavior occurs
• See the behaviorobserve the behavior during routines specifiedobserve to verify summary from interviews
• Hypothesizea final summary of where, when, and why behaviors
occur
Seeingor observing the behavior
to verify summary from interviews
The purpose of an observation is to confirm or verify the team’s summary
• If the team has high confidence in their summary, then they may decide that an observation is not necessary
ABC Observation
• Observe the student in the routines identified during the interview
• Confirm accuracy of summary of behavior from interview
• Identify antecedents and outcomes that the team may have overlooked
• Verify the function of the student’s behavior
• Develop the most accurate summary statement
D.A.S.H.
• Define behavior in observable and measurable terms
• Ask about behavior by interviewing staff and studentspecify routines where & when behavior occurssummarize where, when, and why behavior occurs
• See the behaviorobserve the behavior during routines specifiedobserve to verify summary from interviews
• Hypothesizea final summary of where, when, and why behaviors
occur
Hypothesizinga final summary
of where, when, and whybehaviors occur
Summary Statement with Setting Event
In Social Studies, when asked to read independently, Ben (a strong reader) often gets out of his seat, walks around the room, and jokes with peers. Ben’s peers laugh and talk to him as he walks by. This behavior is most likely to happen on days when Ben’s parents bring him to school (i.e., he doesn’t ride the bus with friends).
Setting eventMore likely when…
AntecedentWhen…
BehaviorThe student…
Consequence and as a result…
Routine: During ______________
Function: To…
Out of seat, walks
around room,
jokes with peers
Asked to read
independently
Peers laugh and
talk to Ben Ben brought
to school by
parents Access peer attention
Social Studies
Anatomy of an Hypothesis Statement
“During ___________________________________, (the routine or location)
When _____________________________________, (summarize the antecedents here)
he/she will __________________________________ (summarize the problem behavior here)
in order to _____________________________.” (summarize the function here)
This behavior is more likely to occur if ____________________. (summarize setting event here)
ACTIVITY 6:
Using your workbook, identify the following:
* The triggering antecedent
* The most likely FUNCTION of the problem behavior
* The setting event
Teacher sends him to the office
Function:
Scenario #1
When Jason is asked to outline a book chapter in Language Arts, he often argues, refuses to work and uses profanity which results in being sent to the office for ‘disrespect’. This behavior is more likely if Jason has an altercation with a peer on the bus on the way to school.
Setting event Antecedent Behavior Consequence
Peer altercation on
bus on the way to school
Asked to outline
chapter
Arguing with teacher, refusing
to work, profanity
Routine: Language Arts
Escape Task
EA talks privately with the student
Function:
Scenario #2
During story time when the teacher asks other students questions, Michelle blurts out responses or begins crying if she is not called on. When this happens, the educational assistant moves in closely and talks privately to Michelle in an effort to calm her. This is most likely to happen on days when Michelle has not had her medication.
Setting event Antecedent Behavior Consequence
Students does not take
medication
Other students asked to answer
questions
Blurts out responses,
cries
Routine: Story time
Adult Attention
Review
• Problem behaviors defined in observable and measurable terms and so clear that a person unfamiliar with the student could recognize the behavior without any doubts
• Once behavior is defined, identify where and when the behavior occurs (routines and triggering antecedents)
• After you’ve defined the behavior and know where and when it occurs, then determine why it happens (consequence and function)
• Then ask if there are any events that happen outside of the routine that make it more likely to occur (setting events)
Problem behaviors are defined in observable and measurable terms and so clearly that a person unfamiliar with the student could recognize the behavior without any doubts
2Antecedents/ Triggers
1 Behavior
3
Consequence/ Outcome
4
Setting Events
Once the behavior is defined, identify where and when the behavior occurs (routines and triggering antecedents)
2Antecedents/ Triggers
1 Behavior
3
Consequence/ Outcome
4
Setting Events
• After you’ve defined the behavior and know where and when it occurs, then determine why it happens (consequence and payoff)
2Antecedents/ Triggers
1 Behavior
3
Consequence/ Outcome
4
Setting Events
Then ask if there are any events that happen outside of the routine that make it more likely to occur (setting events)
2Antecedents/ Triggers
1 Behavior
3
Consequence/ Outcome
4
Setting Events
ACTIVITY 7:Using your workbook,
* identify the problem behavior you want to change for the student you’ve chosen * define the behavior * identify the routines and antecedents* determine consequence and function* examine any setting events
Behavior Pathway
DesiRoutine:
Setting Event Antecedent Problem Behavior Consequence/Function
Functional (Behavioral Assessment) Behavior Support Plan (F-BSP)
• An interview tool for collecting information about problem behaviors
• For staff, parents, and students
• The F-BSP then leads the team to create a competing behavior pathway and behavior support plan
Competing Behavior Pathway
DesiRoutine: Desired Behavior Consequence/Function
Setting Event Antecedent Problem Behavior Consequence/Function
Alternative Behavior
Homework
• Gather more information on the student you’ve identified, using the interview section of the F-BSP Protocol (ideally in a team meeting)
• Conduct observations to verify the information gathered thus far
• Working with others, develop a hypothesis statement for your student