district implementation of effective practices: using an rti model to implement functional...

District Implementation of Effective Practices:Using an RTI model to Implement Functional Behavioral Assessment

Rob HornerUniversity of Oregon

www.pbis.org

Goals•Summarize an integrated model for

behavior support systems within a school.

•Define role of function-based support

•Clarify protocol for moving from functional behavioral assessment to behavior support plan design/implementation.

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

Secondary Prevention:

Specialized GroupSystems for Students

with At-Risk Behavior

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

~80% of Students

~15%

~5%

School-Wide Positive Behavior

Support

~80% of Students

~15%

~5%

CONTINUUM of SWPBS

SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•

TERTIARY PREVENTION• Function-based support• Wraparound/PCP• Special Education• •

PRIMARY PREVENTION• Teach & encourage positive SW expectations• Proactive SW discipline• Effective instruction• Parent engagement•

Audit

1.Identify existing practices by tier

2.Specify outcome for each effort

3.Evaluate implementation accuracy & outcome effectiveness

4.Eliminate/integrate based on outcomes

5.Establish decision rules (RtI)

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

Secondary Prevention:

Specialized GroupSystems for Students

with At-Risk Behavior

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

~80% of Students

~15%

~5%

School-Wide Positive Behavior

Support

A Context for PBS•Behavior support is the redesign of

environments, not the redesign of individuals

•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.

Major Changes in Behavior Support• Prevention

Teaching as the most effective approach Environmental redesign, Antecedent Manipulations

• Function-based support Functional assessment Team-based design and implementation of support

• Comprehensive Interventions Support plans with multiple elements Link Behavior Support to Lifestyle Plan Person-centered planning, Wraparound, Systems of Care

• Systems Change Intervention at the “whole-school” level Systems that nurture and sustain effective practices Systems that are durable

Purposes of Behavior Support Plan•Define critical features of environments

where the focus person will be successful.▫Behavior support plans describe what we will

do differently to establish these critical features.

•Facilitate consistency across multiple implementers.

•Provide professional accountability.

Behavior Support ElementsProblem Behavior

Functional Assessment

Content of Support Plan

Fidelity of Implementation

Impact on Behavior and Lifestyle

*Team*Specialist

*Hypothesis statement*Competing Behavior Analysis *Contextual Fit

*Implementation Plan

*Technical Adequacy* Strengths

* Preferences

* Lifestyle vision

FBA Updates•Emphasize “Levels” of FBA

•Gathering information to generate summary statements.

•Build capacity for schools/districts to:▫Conduct FBA▫Move from FBA to BSP

Functional Behavioral Assessment•Defined:

▫Functional behavioral assessment is a process for identifying the events that reliably predict and maintain problem behavior.

Ingram

Outcomes of a Functional Behavioral Assessment• Operationally defined problem behavior(s)

▫ By response class

• Identify routines in which the problem behavior is most and least likely to occur

• Define the antecedent events (triggers; setting events) that predict when the problem behavior is most likely

• Define the ONE consequence that contributes most to maintaining the problem behavior in that routine.

• Summary Statement of findings.

Levels of Functional Behavioral Assessment

• Informal Functional Behavioral Assessment

Done in school by typical teachers/staff Done as part of normal daily problem solving

• Level I: Simple FBA Done by trained members of school setting Typically involves interview(s), and brief observation

• Level II: Complex FBA Done by behaviorally trained member of school or

district Typically involves interviews and observation

• Level III: Functional Analysis Done by trained behavior analyst Involves interviews, direct observation, and systematic

manipulation of conditions.

Building FBA CapacityTeachersStaff

SchoolSpecialist

DistrictSpecialist

BehaviorAnalysts

InformalFBA

X

Level I:Simple FBA

X X

Level II:Complex FBA

X X X

Level III:Functional Analysis

X X X X

Organizing for Individual Student Supports

District

School

PBS TeamCICO Team Student Support Team

Team ResponsibilitiesSchool

PBS Team

CICOTeam

2-3 members of School PBS Team

StudentSupport Team

School-wide Systems

Universal Screening

CICO and SSTteam supervision

Data System

Student selection

CICO operation

CICO data

Report to SchoolPBS Team

Simple FBA

Design of BIP

Implement BIP

Monitor BIP and report to SchoolPBS team

District Support

Advanced FBA

Individual supportFTE/ resources

Levels of Functional Behavioral Assessment

• All levels of FBA focus on the same basic goals:▫ Define the behavior of concern

Determine if behavior is a response class▫ Identify the events that reliably predict

occurrence and non-occurrence▫ Identify the consequences that maintain the

behavior in the most common “predictor conditions”

▫ Identify setting events that increase likelihood of problem behavior.

• Summary statement▫ Setting Event Antecedent Prob Beh Consequence

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

FBA Summary Statement

12 34

Head HitIn room with Noise and/or many people

Avoid noise/peopleAllergies

Maintaining Consequence•Always identify the consequence in

“context”▫Define the behavior, routine, Sd…then ask

about consequence

•Typically define the most powerful consequence. Avoid labeling multiple consequences.

Identifying Maintaining Consequences

Given a Problem Behavior

Get: Object, Activity, Sensation

Avoid: Object, Activity, Sensation

Social Physiological Social Physiological

Precise Event

Precise Event

PreciseEvent

PreciseEvent

Object/Activity

Object/Activity

PreciseEvent

PreciseEvent

Primary Purposes of Functional Behavioral Assessment

• The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support.

Behavior support plans built from functional assessment are more effective Didden et al., 1997 Newcomer & Lewis, 2006 Carr et al., 1999 Ingram, Sugai & Lewis-Palmer Ellingson, et al., 2000; Filter (2004)

• Create order out of chaos Define contextual information, where, when, with

whom, etc.

• Professional accountabilityFACTS

Demo

Examples•Review video

Define problem behavior Define context (antecedents) Define maintaining consequence Define possible setting events.

Effective Environments• Problem behaviors are irrelevant

▫ Aversive events are removed▫ Access to positive events are more common

• Problem behaviors are inefficient▫ Appropriate behavioral alternatives available▫ Appropriate behavioral alternatives are taught

• Problem behaviors are ineffective▫ Problem behaviors are not rewarded▫ Desired behavior ARE rewarded

Place Summary Statement in Competing Pathways Model•Use information from interviews and

observations to summarize: Problem behavior Antecedent Triggers Maintaining Consequences Setting Events



ProblemBehavior

DesiredAlternative

AcceptableAlternative

TypicalConsequence

Acceptable Alternative:

1.Same consequence2.Socially acceptable3.Very efficient



ProblemBehavior

DesiredAlternative

AcceptableAlternative

TypicalConsequence

Reprimand during

prior class

Playground

Scream at /

threaten others

Get access to game or equipme

nt

Play with others

Peer social interaction

Use “pass”

Ask supervisor

Leading a Team from FBA to BSP

• 1. Summarize FBA

• 2. Define goals of BSP process: Make problem behavior irrelevant Make problem behavior inefficient Make problem behavior ineffective Do all this in a contextually appropriate manner

• 3. Lead discussion to identify options Ask questions, don’t give solutions Paraphrase, elaborate, integrate Always bring group back to FBA logic Produce multiple ideas (elements)

BEHAVIOR SUPPORTPLANNING

COMPETING PATHWAYS

Make Problem BehaviorIrrelevant

Make Problem Behavior

Inefficient

Make Problem Behavior

Ineffective

And Positive Behavior

More Effective

Examples of Interventions

Leading a Team from FBA to BSP• 4. Given an array of possible BSP elements, shift

discussion to contextual fit.▫What elements are feasible, acceptable, sustainable?’▫What is the smallest change that will produce the

largest effect?

• Contextual Fit:▫The extent to which the people who will implement a

behavior support plan find the elements of the plan Consistent with their personal values Consistent with the professional skills Consistent with the resources available in the

setting Consistent with the available administrative support

Leading a Team from FBA to BSP•5. Transform ideas for BSP elements into

a formal plan for implementation▫Who will do what, when, and how will we

know?

• Set Up (description, strengths, vision) Outline BSP Template

• Assessment (FBA, Person-Centered Plan, Wraparound) Operational Descriptions, Routines, FA Hypotheses

• Prevention

• Teaching/Education

• Consequence Procedures Minimize reward for problem behavior Ensure regular, clear reward for positive behavior Punishers (if needed)

• Define safety/emergency procedures (if needed)

• Evaluation and Monitoring for Improvement Steps for implementation

Outline of a Behavior Support Plan

Examples:Define (a) summary statement (b) prevention, (c) teaching, (d) consequences•Emmit

•Eric

•Rayette▫FACTS▫Behavior Support Plan

Summary• Invest in building consensus around FBA summary

statement.

• Recruit strategies that are local, practical, but still consistent with FBA…(Lead don’t tell). Recruit local knowledge

• Build efficient plans (the smallest changes that produce the largest effect)

• Ensure that the plan includes procedures for getting implementation to occur.

• Always include procedures for evaluation▫ Are we doing what we said we would do?▫ Is the process having an effect on the student?

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