Functional Behavior Assessments: Understanding and Intervening on Maladaptive Behavior
Susan Elswick EdD, LCSW, LSSW
What is Behavior?
Behavior is the activity of a living organism; human behavior includes everything that people do
It is an organisms interaction with its environment
Cooper Heron, and Heward (2007)
Why do students display inappropriate behaviors? Behavior is the way children communicate Many children do not have social-emotional literacy Attempt to get needs met through behaviors and
actions It has worked for them in the past (history of
reinforcement) It is a behavior that has been reinforced To fulfill a need
What Maintains Behavior?
Behaviors are maintained by what the student gets out of displaying the behavior and this is often described as the function of behavior
Function=pay off or reward for the student
Why should we intervene?
Research notes “that many students that misbehave often times also present with serious learning challenges.”
(Walker, Stieber, Ramsey, & O’Neill, 1993)“Research strongly suggests that if schools
raise their level of achievement, behavior decreases; and if schools work to decrease behavior problems, academics improve.”
(Hawkins, Catalano, Kosterman, Abbott, & Hill, 1999)
Why Should We intervene? It has been noted that “school districts that utilize
office referrals, out-of-school suspensions, and expulsions-without a comprehensive system that teaches positive and expected behaviors and rewards the same- are shown to actually have higher rates of problem behavior and academic failure.”
(Mayer, Butterworth, Nafpaktitis, & Suzer-Azaroff, 1983)
Why is it important to determine functions of behavior? Keeps us from continuing ineffective
interventions Helps to determine appropriate
interventions Saves time and resources Assists in increasing the likelihood that the
students outcomes will be successful
The Law:When are FBAs required by IDEA ‘97
An FBA must be conducted if suspensions or placements in an alternative setting
equal more than 10 school days in a school year suspensions or placements constitute a change in
placement (length, duration, proximity) the student is placed in an Interim Alternative Education
Setting (IAES) for 45 days for weapons or drug offenses a due process hearing officer places a student in an
IAES for behavior that is dangerous to self or others(Drasgow & Yell, 2001)
The Law:When Should FBAs be Conducted?
An FBA should be conducted when the student’s problem behavior impedes the
learning of self or others when there is a known history of problem behavior when the student’s suspensions or placements
approach 10 cumulative days when the student’s behavior presents a danger to self
or others(Drasgow & Yell, 2001; Martin, 1999)
Timelines for FBAs
FBAs must be conducted within 10 business days when the student*is first removed for more than 10 school days*removed in a manner that constitutes a change in
placement*placed in an IAES for dangerous behavior
* BIPs based on the FBA must be implemented as quickly as possible
Three Major Points Supporting the Disciplinary Changes of IDEA’97
Emphasis on the use of positive behavioral interventions, supports, and services for students who exhibit behavior problems
Use of positive programming to teach appropriate behaviors rather than simply using punishment-based procedures to eliminate inappropriate behavior
Updates to FBA BIP Law
New Special Education Restraint Law and the BIP process
Parental permission is required prior to conducting an FBA
Violations of the Law: National Due Process Hearings
School districts lost in 13 out of 14 (94%) state level due process hearings.
School districts failed to conduct an FBA and develop a BIP when it was required by IDEA in 11 of the cases.
School districts lost in 3 of the cases for development of an inadequate FBA.
Three Tiered Service Model
Academic Systems Behavioral SystemsIntensive, Individual Interventions•Individual Students•High Intensity
Intensive, Individual Interventions•Individual Students•High Interventions
Targeted Interventions•At-risk students•Classroom/small group remediation
Targeted Interventions•At-risk students•Classroom/small group focus
Universal Instruction•All settings, all students•Preventive, proactive
Universal Prevention•All settings, all students•Preventive, proactive
1-5%
80-90%
5-10%
1-5%
5-10%
80-90%
PBIS
PBIS
Who can conduct an FBA and write a BIP?
Functional Behavior Assessment
It uses an ABC approach (antecedent, behavior, and consequence)= 3 term contingency
The first step in addressing problem behaviors Gathers data about the student and their behavior
(indirect and direct assessments) Includes an interview of the teacher, family, and the
student Identifies students strengths and needs; reinforcers and
preferences Helps to reveal patterns in behaviors
Antecedent
Antecedent- The set of environmental conditions that immediately occur before a behavior
Directives/ direct request, redirection, ask to complete/ participate in a non-preferred activity, etc.
Behavior
Behavior- A movement that produces a change in the environment
Consequence
Consequence- The set of environmental conditions that immediately occur after a behavior
Sent to the office, placed in time out, teacher supplied a verbal reprimand, teacher provides attention, student is given a wanted toy, etc.
4 Functions of Behavior
There are Four Functions:Attention- from peers and adultsEscape/ Avoidance- from persons, activities,
or environmentSensory- tactile needs or inputsAccess to a Tangible- an actual item (pencil,
computer, food, etc)
How to Determine Function?
Functional Behavior Assessment (FBA) A systematic method of assessing information
about the purpose of a problem behavior; results are used to guide interventions
Cooper, Heron, and Heward (2007)
Phases of FBA
Phase I: Descriptive Phase
Phase II: Interpretive Phase
Phase III: Verification Phase
Phase IV: Treatment Implementation & Monitoring
Phase I: Descriptive Phase
Indirect Methods• Interviews - Teacher, Parent, Student• Rating Scales• Academic Record Review• Discipline Record Review• Previous Intervention Attempts
Phase I: Descriptive Phase
Direct Methods - Direct Observations• Scatter Plot• ABC Assessment• Frequency or Event Recording• Interval Recording• Rating Forms
Phase II: Interpretive Phase
Involves the development of hypothesis or summary statements about the triggers (antecedents) setting off the behavior and events (consequences) maintaining behavior.
Phase III: Verification Phase
Direct changes are made in the environment to test the hypothesis or summary statements.• Functional or Experimental Analysis
Hypothesis-based Multi-element (multiple behaviors) Brief
• Intervention Testing
Phase IV: Intervention Development & Monitoring
Focus on increasing positive behaviors Focus on teaching skills Focus on making problem behaviors inefficient,
ineffective, and irrelevant Focus on proactive instead of reactive strategies Monitored closely for integrity
• Direct Observation• Intervention Checklists
Indirect Assessment Indirect Methods
• Interviews - Teacher, Parent, Student
• Rating Scales• Academic Record
Review• Discipline Record
Review• Previous Intervention
Attempts/ Review
Questions1. What is the setting event? (happens before they
get to us)2. What appears to set off the problem behavior
(antecedent/the predictor/ trigger)?3. What do the problem behaviors look like?4. What happens right after behavior occurs?
(consequence)5. What does she gain from the behavior
(function)?6. What do you want her to do instead?
(replacement behavior) It’s as easy as the A-B-C’s!!!
Examples of Indirect Assessments
Motivational Assessment Scale (MAS) Created by Durrand and Crimmins 1986 Likered scale assessment used to determine
function of the behavior Assists with determining function of behavior Indirect Observation Measure
Other examples: FAST, QABF, FAI, etc.
Direct Assessment
Direct Methods - Direct Observations• Scatter Plot• ABC Assessment• Frequency or Event
Recording• Interval Recording• Rating Forms
Additional Considerations
Many problem behaviors may serve one function One problem behavior may serve multiple
functions in the same setting Same problem behavior may serve a different
function in a different context Function of a particular behavior may change
over time
He does not care about anything!?!Choosing a Reinforcer Preference Assessments are important Index Card Forced Choice Preference Assessment Hierarchy of Reinforcers Free play observation Interviews Understanding satiation/ deprivation
Functional Analysis
Direct changes are made in the environment to test the hypothesis or summary statements.
• Functional or Experimental Analysis
Hypothesis-based Multi-element (multiple
behaviors) Brief
• Intervention Testing
How to Conduct an FA in the classroom? Use in Context of the Classroom Do 5 minute sessions in each condition
AloneAttentionPlayDemand
Functional Analysis Protocol
Condition EO Consequence ContingencyAttention Ignored Th. Attends to PB Pos reinf
(dep) (attention)________________________________________________________Demand Present Time out for PB Neg Reinf
Demand (escape)Alone No stimulation N/A N/A
(automatic)Play No work, open, N/A Control
free time, attention
Ways to Change Behavior Change the Antecedent
The set of environmental conditions that immediately occur before a behavior
Changing the “A” actual cuts problem behavior before it gets out of hand (PBIS Techniques)
Change the Behavior A movement that produces a change in the environment This is actually occurs by teaching Replacement Behaviors
Change the Consequence The set of environmental conditions that immediately occur after
a behavior This takes great patience, strength, and consistency
Replacement Behaviors
Replacement behaviors are behaviors you want to replace the target/ maladaptive behaviors displayed.
You Must Teach Replacement Behaviors!!!
Identifying Teachable Moments
Data Collection Understanding data collection is imperative to
accurate data collection, seeing a true picture of target behavior, and ensuring fidelity of the intervention/ assessment
Types of data collection/ recording: Partial interval Whole interval Latency Frequency/ rate Duration
Partial Interval
Type of Interval RecordingUsed for behaviors that appear continuousProvides an estimate of actual number of
times the behavior occurs target behavior counted if it happened
anytime during the interval (over estimate)
X
15s 30s 45s 1min 1m 15 1min 30
Whole Interval Type of Interval Recording
Used for behaviors that appear continuous Provides an estimate of actual number of
times the behavior occurs Occurrence of target behavior counted ONLY
if it lasts the entire predetermined interval (underestimate of behavior)
15s 30s 45s 1min 1m 15 1min 30
X
Duration
Used to look at the length of time the student engages in the behavior
Latency
Similar to duration but more interested in when behavior stops and starts
How long it takes a student to respond to a teacher request … “Clear your desk and get out a piece of paper and a pencil.”
Frequency/ rate
Event RecordingTotal count of number of times the behavior
occursTally marks used to determine frequency
Other ways to Collect Data about Behavior A-B-C (Continuous or Narrative Forms) Clickers Timers (Red-All-Gone) The Penny Pass
Sample Behavior Trackers
Name: ____________________________ Date: ________________Please indicate whether the student has met the goal during the time period indicated:
Meets = 2 pts So, so = 1 point Doesn’t meet = 0 ptsHUG Daily Goal _____/_____ HUG Daily Score _____/_____Teacher Comments: Please state briefly any specific behaviors or achievements that demonstrate the student’s progress.
GoalsAM to
Recess AM RecessAM Recess to
LunchLunch Recess PM
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Parent’s Signature ___________________________________Parent’s Comments ___________________________________________________________________________________________________________________________________
H.U.G.(Hello, Update, Goodbye)
Collect data pre, during, and post intervention Determine the target behavior Define it in clear operational terms Determine when to collect data What data collection method/recording type Data collection (observation, reports, data logs,
measurement tool/ assessment, etc) Collect baseline data collected prior to intervention Summarize and graph data Put an intervention in Place/ monitor- still collecting data Review data and make changes as needed
Graph the data: Visual Analysis of Data This type of clinical evaluation assists the
clinician/teacher with making data driven decisions in practice.
Can see instantly if the intervention is working
Great proof of intervention success Baseline data is needed…
What is a BIP? Behavior Intervention Plan includes:
Focus on increasing positive behaviors Focus on teaching skills Focus on making problem behaviors inefficient,
ineffective, and irrelevant Focus on proactive instead of reactive strategies
Monitored closely for integrity• Direct Observation• Intervention Checklists (this is needed for BIP
implementation)
Behavior Intervention Plans should include:Replacement behaviorWell defined target behaviorGoal for target behaviorPositive Behavior Interventions Supports
Interventions
Interventions should be based on the functions maintaining the behavior
Utilize data gathered in the indirect and direct assessment process to drive your interventions
Putting an inappropriate intervention in place can be counterproductive and actually reinforce the target behavior
How to Write an Effective BIP Use a Strengths based approach Write specific, observable, obtainable, and
measurable goals Use the function of the behavior (your FBA
results) as your driving tool for writing a BIP Allow the student some autonomy Use PBS techniques (Positive Behavior
Strategies)
How to IMPLEMENT an Effective BIP Monitor and evaluate BIP (for 3-4 weeks) Update BIP if progress is not noted Teach Replacement Behaviors (WE
MUST TEACH!)
Things to Remember before intervention… Planned Ignoring-
Break eye contact, move away, and use a stony face/ silence Praise-
Immediate Frequent Enthusiastic Eye contact Describe behavior (behavior specific praise) Variety
Jenson, 2003
Words of Caution
While the following slides are grouped by function, many interventions work with multiple functions and/or regardless of the function (response cost or punishment-based interventions)!
Interventions for Attention-Maintained Behaviors
Attention Maintained Behavior Interventions The Attention Tag/ Ribbon
Non-exclusionary timeout procedure Need a ribbon or a tag that is visible and noticeable Student is supplied the ribbon/ tag upon arrival to
school If student displays unwanted behaviorThen the ribbon is removed and student is ignored for 3
minutes or until misbehavior stopsJABA
Attention The Good Behavior Game Interdependent Group contingent reinforcement procedure Created in 1969 by Barrish, Saunders, and Wolf for a 4th grade classroom How?
Explain GBG Game Create group rules/ posters (students assist) Define and explain behaviors that are wanted in class and explain
behaviors that will create a loss in points Practice appropriate behavior/ expectations (role play, rehearsal, etc) Designate a time to use the GBG Allow students to choose a group reward (preference assessment) Create groups/ teams Track daily with tally marks visible on wall/ board (public posting)
Attention
Caught ‘ya Being Good Uses Positive Behavior Intervention and
Supports/ Antecedent Control The premise is to catch the students
“Being Good” and Praise him. This focuses on praise for positive behaviors which encourages good behavior.
Caught ‘ya Being Good
Taking Pictures Make it a Mystery Have a Bulletin Board Make an “Ultimate” Incentive Afternoon Announcements/ Letters Stickers/ Stars/ Necklaces/ Silly Bands Identified students get to have lunch with the
principal PBIS/ JABA
Attention
Proximity Control/ Proximity Praise- Teacher stays within close proximity of the
student who is displaying inappropriate behavior.
Instructor ignores misbehavior of the student and praises students near by that are displaying appropriate behavior
Then when student modifies his behavior IMMEDIATE praise must be implemented
Attention
Differential Reinforcement – It is the reinforcement of one form of the
behavior and not anotherUses positive reinforcement to differentiate
appropriate student behavior from inappropriate behavior
Types of Differential Reinforcement
DRO- (Other) ignore problem behavior while reinforcing any replacement behavior within a specified time frame
DRA- (Alternative) ignore inappropriate behavior and reinforce an alternative behavior
DRH- (High Rates) reinforce only after the appropriate behavior has happened a set/ determined number of times
DRL- (Low Rates) reinforce individual only if the behavior occurs at a predetermined low rate
DRC-(Communicative) ignore inappropriate behavior and reinforce a replacement skill/ communication skill that leads to a need
DRI- (Incompatible) Instructor reinforces a behavior that actually interferes with the inappropriate behavior and ignores the inappropriate behavior
Attention Extinction-
Extinction is the non-reinforcement of previously reinforced behaviors
This procedure includes ignoring a behavior-withholding attention for a previously reinforced response
When inappropriate behavior is ignored another appropriate behavior must be reinforced (Fair Pair Rule)
Beware of the difficulty of using extinction in a classroom!!!! What is an extinction burst???
Attention
Token Economy
A Token Economy is a reinforcement system that uses symbols to change behavior. Tokens are earned for good behaviors, and later exchanged for a preferred item/ activity/ reinforcer
Check-in Check-out Cycle
Morning Check-In
Teacher Checks
Afternoon Check-Out
Home Check-In
Teacher Checks
Class Check-Out
Class Check-In
BIPWeekly Data Review
4-5 Weeks Graph Reviewed
Program Update
Exit
Attention
Check-in Check-out (CICO)
GOALS Language Arts
Math Reading Social Studies/ Science
Total Points
1. Follow the teacher’s directions the first time.
0 1 2 0 1 2 0 1 2 0 1 2
2. Complete all assignments in a timely manner.
0 1 2
0 1 2 0 1 2 0 1 2
3. Complete all homework assignments.
0 1 2 0 1 2 0 1 2 0 1 2
Teacher InitialsParents Comments
Take a 10-15 Minute Break
Interventions for Escape-Maintained Behaviors
Escape Maintained Behavior Interventions Overcorrection-
Restitutional- requires student to correct the effects of the misbehavior by restoring the environment to better than its original condition
Positive- requires student to practice appropriate behavior an abundant number of times
Neutral Practice- student repeats an action that is neither related to terminal behavior nor is it restitutional/ also known as contingent exercise
Full Cleanliness- used in potty training
Escape Maintained Verbal Prompt- Use questions to prompt behavior Gestural prompt- teacher uses gestures to encourage behavior Physical/ tactile prompt- touch students shoulder, hand, finger, etc Manual Guidance- known as hand over hand
Use a least to most prompting system “Wait, Ask, say, show, do” wait for child to initiate after a directive
is provided, ask the student a general question, “what do you need to do?,” say what is expected, show a gesture, and then prompt to complete the action.
Escape
Non-contingent Break/ Chunking the workAllowing the student a break on a fixed
schedule/ intervalBreak the activity into smaller parts that are
followed by a reinforcer/ breakYou can also do a contingent break procedure
Escape
Break Card- This is a procedure that is based on Skinner’s Verbal
Behavior- manding procedures Student must be taught to request a break in an
appropriate manner Need a visual cue (let student choose) Set a limit on the break card Make sure all teachers are allowingThis contingency
Escape
Therapy Box- (Differential Reinforcement of Communicative
Behavior) Procedure teaches student to mand for a break Uses a break card contingency Teaches the student and teacher about behavior
chains Emotional Literacy training
Escape Behavioral Momentum-
Helps to increase compliance Usually seen in activities that are viewed as difficult for the
student This procedure includes identifying a minimum of three
behaviors which are considered high probability behaviors (student can and will complete). At least three request using the high p are done in succession immediately before making a request to complete a low p activity.
Once compliance is started it will usually continue…remember that praise is needed after each high p activity is completed
Escape
Daily Schedule (Visual)- Use a small visual schedule on the students desk Pocket schedule The student can actively participate in checking off
completed work Visibly see what is coming next Use this in conjunction with a break card (set up on
schedule when breaks will happen)
Visual Schedule
Escape Layered Grouping
A strategy used to provide appropriate instruction for each person in the group. This is a type of differentiated instruction.
Start off with a basic group skill, after the initial group period, dismiss students whom upcoming events will not be appropriate (you can use a timer), they work in a smaller group on needed skills, then after the second activity is completed a few more students are dismissed, the last group is held with the most accelerated students that is focused on more challenging materials and then lengthen group time for each group. This is a great way to utilize independent study areas, rotations, etc…
Escape
Runners We must make the classroom a better set
of conditions Where is the kid going? Safety first Stimulus Pairing with a Visual Symbol Teaching a manding procedure for a break
Interventions for Beh Maintained by Access to Tangible
Access to Tangible
“First - Then” Contingency or “If-Then” First-Then Boards are used to assist the
student with understanding and completing task before participating in a preferred activity
Offering Choices…
Sample First/Then Boards
Tangible
Busy Box- Follows the First-Then Contingency Conduct a Preference Assessment (tangible likes) Place tangible rewards in a shoe box Student has access to the box after a terminal
behavior is observed Can be helpful for students who finish work quickly
too
Interventions for Sensory-Maintained Behaviors
Sensory Provide sensory outputs Wiggle Games/ movement activities
Taking a Shower Getting Ready for Bed Get Ready Spaghetti/ Melt Like an Ice cream Cone Use Movement activities during transitions too (tip toe
to the table, walk like a quiet monkey, etc) Throwing the Wiggles
Sensory Box Scheduling OT/PT after hard work activities
Sensory Self-monitoring-
Very effective for student with ADHD, Asperger’s, and Impulse control issues
Student is made aware of the maladaptive behavior they display The student is informed of the behaviors that are expected Coping skills are taught to assist with sensory needs Student ranks himself on displaying appropriate behavior Timer used/ motovator (watch/ beeper)/ sound. The system is
set to go off on a fixed schedule. When the timer goes off the student grades themselves on behavior at the time the timer went off, every 5th time the timer goes off the teacher is prompted by the student to grade the student
Assists student with self-regulation
Sensory
Differential Reinforcement of Incompatible Behaviors (DRI)-This is used to stop maladaptive behaviors
from happening due to the inability for the student to participate in the unwanted behavior while completing other tasks
(thumb sucking, hand flapping, nail biting, etc)
Sensory Maintained Behavior
Provide Opportunities for Kinesthetic Learning Kinesthetic Learning, also known as Quantum
Learning, uses touch and movements to help students learn
Think of learning to drive a stick shift; your brain remembers through
your body’s coordinated movements
Sensory-Kinesthetic Active involvement in dramatic skits, field trips, hands-on projects,
and physical activity helps students remember and retain knowledge they may loose if the material was only seen or heard…
Think Show! Practice Social Skills (taking Turns) by partnering in a dance, play or
exercise Rehearse math or counting facts while marching or skipping Learn vocabulary definitions while encountering flashcards
alongside an obstacle course Learning Left and Right through dance moves Science Experiments Teach concepts such as open and close with a door/ box, over and
under with an obstacle course
Sensory
Weighted vest Undershirts Theraband around legs of chairs Fidgets Velcro under desk Contingent Break for sensory break
Resources http://www.usu.edu/teachall/text/behavior/LRBI.htm www.pbis.org www.interventioncentral.com www.disciplinehelp.com http://csefel.vanderbilt.edu/ http://iris.peabody.vanderbilt.edu/rti01_overview/
chalcycle.htm www.learningearnings.com www.educatorshandbook.com http://seab.envmed.rochester.edu/jaba/
Resources 2002 Surgeon General’s Report on Antisocial Behavior
(http://www.surgeongeneral.gov/library/youthviolence/) Center on Social and Emotional Foundations for Early Learning
(http://www.csefel/uiuc.edu/what-works.html) Florida PBS Project (http://flpbs.fmhi.usf.edu/index.asp) Center for the Study and Prevention of Violence
(http://www.colorado.edu/cspv/) Safe and Responsive Schools Project
(http://www.indiana.edu/~safescchl/index.html) Collaborative for Academic, Social and Emotional Learning
(http://www.casel.org/home/index.php)
Behavior Services of the Mid-South LLCDr. Susan ElswickCEO/ President(901)[email protected]