Identifying Function-Based Interventions

Chris Borgmeier, PhDcborgmei@pdx.edu

Sheldon Loman, PhDsheldon.loman@pdx.edu

Portland State University

Function Based Interventions

Maintaining Consequence & Function

Problem Behavior

Antecedent

FUNCTIONAVOIDING DIFFICULT TASK

PreventMake task

less difficult to avoid

difficult task

Alternate behavior

Must allow student to

avoid difficult task

Consequence(+) Reinforce (a) alternate

behavior w/ oppt’y to avoid task & (b) desired behavior

(effort on task)

(-) problem behavior should not result in avoiding task;

redirect to Alt. behavior

When generating interventions we use Function to develop ideas to change A, B & C

Targeted Routine

Function Based Interventions

Maintaining Consequence & Function

Problem Behavior

Antecedent

FUNCTIONGETTING ADULT ATTENTION

PreventProvide adult Attention in advance &

often

Alternate behaviorMust give student

access to adult attention

Consequence(+) Reinforce both alternate behavior & desired behavior

w/ adult attention(-) problem behavior should not result in adult attention;

redirect to Alt. behavior

When generating interventions we use Function to develop ideas to change A, B & C

Targeted Routine

Competing Behavior Pathway

Essential Characteristics of a Replacement / Alternate Behavior An appropriate Replacement Behavior:

Serves the same function as the problem behavior

Is easier to do and more efficient than the problem behavior

Alternate Behaviors require less physical effort & provide quicker, more reliable access to desired outcome/response than problem behavior

Is socially acceptable

Activity 1 With a partner, identify 2-3 pot’l Alternative

Behaviors & complete the Desired Behavior & Consequence boxes

Developing Function-Based Interventions

Teaching BehaviorInterventions

Teaching Behavior

1. First teach the Alternate Behavior

What are the critical

features of Teaching

Interventions?

Does Alt. Beh.:a) Serve same

Function?b) Is it Easier?c) Socially

acceptable?

Yes or No?

Why?

Example: Teaching Behavior

A B C Teach Dexter to raise his hand & ask for a break, instead of

engaging in negative behavior.

*By teaching Dexter an easier alternate behavior to get what he wants, we’re making the problem behavior Inefficient.

Dexter will need frequent practice, precorrections, and prompts to help him get in the habit of using the alternate behavior

Teaching Interventions: Desired Behavior

Achieving the Desired Behavior most often requires a sustained, focused teaching effort to build missing skills

Academic deficits (often related to Avoiding difficult tasks) Example: student avoids reading because 3 grade levels behind in reading… requires

intensive reading instruction to close gap

Social Skills deficits (often related to seeking attention) Example: student seeks negative attention due to isolation from peers and adults

resulting from aggressive behavior and limited social skills… requires sustained, targeted social skill instruction generalized to natural context

Communication deficit Example: student screams and rocks vigorously back and forth due to limited

communication skills which might result in getting a snack… requires teaching communication skills (PECS, sign language, etc.)

Organizational/school skills deficits

Example: student doesn’t complete homework due to limited scheduling and organization strategies which might result in (a) task avoidance due to limited background knowledge or (b) avoiding negative interactions with teacher because homework is frequently not done… requires teaching school skills

2. Next, teach content

required to support student to achieve the

Desired Behavior

What do we need to teach student to achieve the

desired behavior?

Proactive (PBS) InterventionsAttention Seeking

B - TEACH Behaviors to use instead of the problem behavior

Teach student more appropriate ways to ask for adult attentionIdentify and teach specific examples of ways to ask for attention -Raise hand and wait patiently for teacher to call on you -likely need to differentiate (large group, small \ group, work time, etc.)

Proactive (PBS) Interventions Avoid Task

B - TEACH Behaviors to use instead of the problem behavior

Teach student more appropriate ways to ask for help from teacher or peersProvide additional instruction on skill deficitsIdentify and teach specific examples of ways to ask for help -Raise hand and wait patiently for teacher to call on you -teach student to use a break card -likely need to differentiate (large group, small \ group, work time, etc.)

Proactive (PBS) Interventions Avoid Task

B - TEACH Desired Behaviors

Provide academic instruction/support to address student skill deficits

-More focused instruction in class - Additional instructional group - Special Education support for academic deficit - additional support and practice at home -additional assessment to identify specific skill deficits

With a partner identify

intervention options for

teaching the Alternate &

Desired Behaviors

Activity 2

Antecedent Interventions

Prevent & Prompt

Antecedent Interventions

Preventing Problem Behavior

Prevention- Change the trigger that sets off the

problem behavior

(A) Examine the Antecedent & Function of the Problem Behavior

(B) Change the antecedent so student will no longer need to use

problem behavior (make the problem behavior Irrelevant) The best choices for Antecedent changes:

1. Directly address the identified antecedent

2. must address the function the problem behavior is serving

Antecedent Interventions Directly address the identified antecedent

Antecedent = Asked to read aloud in class Potential options that more directly address the antecedent

Do not ask student to read aloud in class Give student passage in advance to practice pre-reading Let student read 1 sentence directions they are familiar with,

instead of entire paragraphs from the text

Non-examples (do not directly address antecedent) Move student closer to the teacher Attend a counseling group about anger management Check-in with teacher before reading group

Now, why is Function important?

Antecedent interventions must address the

function the problem behavior serves

Antecedent = Asked to read aloud in class + Function = Avoid any public presentation (not

about reading difficulty; more related to social anxiety)

Does the Intervention address the Function of Behavior Do not ask student to read aloud in class (or respond publicly) Give student passage in advance to practice pre-reading Let student read 1 sentence directions they are familiar with,

instead of entire paragraphs from the text

Does the intervention address the function of behavior?

Antecedent Interventions

A B C Instead of giving Dexter the class math assignment of

multi-digit multiplication & division problems, let’s give him an assignment he can be more successful with (e.g. 4 single digit mult/div problems for every 1 multi-digit problem)

*By changing A, we can PREVENT Dexter’s need to engage in negative behavior, making it Irrelevant

2. Next, identify ways to prompt/

precorrect the alternate &

desired behavior

Proactive (PBS) InterventionsAttention Seeking

A - PREVENTIONInterventions occurring before the behavior occurs

Prevention (give attention early for positive)Check-in – provide adult attention immediately upon student arrivalGive student leadership responsibility or a class ‘job’ that requires the student to interact w/ staffPlace student in desk where they are easily accessible for frequent staff attentionGive student frequent intermittent attention for positive or neutral behaviorPreCorrect - Frequently & deliberately remind student to raise their hand and wait patiently if they want your attention

Proactive (PBS) InterventionsAvoid Task

A - PREVENTIONInterventions occurring before the behavior occurs

Prevention (modify task or provide support)Modify assignments to meet student instructional/skill level (adjust timelines,

provide graphic organizers, break in to smaller chunks, etc.)Assign student to work with a peerProvide additional instruction/supportProvide visual prompt to cue steps for completing tasks student struggles withProvide additional support focused on instructional skills (Homework Club, study

hall, etc.) PreTeaching contentPreCorrect - Frequently & deliberately remind student to ask for help

With a partner identify

Antecedent intervention options to

Prevent the Problem

Behavior & Prompt

Alternate & Desired

Behaviors

Activity 3

Consequence Interventions

Consequence InterventionsReinforcing Behavior

Reinforcement should focus on 2 different sets of behaviors Alternative Behavior & Desired Behavior

1. Reinforcing the Alternative Behavior When the student engages in the alternative behavior,

quickly provide the student with an outcome that matches the outcome/ function of the problem behavior

E.g. if student raises hand to request an easier, substitute assignment; in order to escape difficult tasks then quickly provide the student with the easier assignment

Consequence InterventionsReinforcing Behavior

2. Reinforcing the Desired Behavior(s), or approximations of the desired behavior

The ultimate plan is to have the student move beyond the alternative behavior to using the desired behavior

Reinforcing this progression should start from the beginning of the intervention

Consequence InterventionsReinforcing Behavior

Considerations for Reinforcing Desired Behavior

The goals & expectations for desired behavior must be reasonable

Reasonable expectations of student behavior EXAMPLE: on a daily basis the student is out of seat & off task

the entire period & has not turned in any work the entire term

Probably NOT a Reasonable Expectation = student to be in seat the whole class period and turn in completed worksheets

More Reasonable approximations (Start Small & Build on Success):

Turns in assignments 50% completed On task and trying to complete work for 15 minutes each

period

Consequence InterventionsReinforcing Behavior

Considerations for Reinforcing Desired Behavior The timeframe for goals & expectations for desired behavior must be

reasonable

In the Beginning try to Reinforce Every occurrence or approximation

Reasonable timeframes for Reinforcement Probably NOT Reasonable Timeframes for reinforcement

If student turns in all worksheets for week 1, he will earn 15 min. in skate park on Friday

If student is in seat and on-task for the entire period, he will earn a candy bar

More Reasonable Timeframes for reinforcement If student completes 5 problems, he can choose 3 problems to cross off the

worksheet If student is on task for 10 min., he will earn 4 min. of computer time

Consequence InterventionsReinforcing Behavior

Considerations for Reinforcing Desired Behavior The reinforcer must be valued by the student

The function of behavior is a good place to start when identifying valued reinforcers

e.g. If the function of behavior is to Gain Peer Attention, the reinforcer should give access to Peer Attention

e.g. if the function of behavior is to Avoid Difficult Task the reinforcer could be a “Free Homework Pass”

With a partner identify

Consequence interventions to Reinforce the

Alternate & Desired (or

approximations of) Behaviors

Activity 4

Consequence InterventionsResponding to Problem Behavior

Responding to Problem Behavior should focus on 2 things:

Redirecting to the Alternative Behavior Active Extinction of the Problem Behavior

Do NOT let the problem behavior be effective in giving the student what they want

1. Redirecting to the Alternative Behavior When the student engages in the alternative behavior, quickly

provide the student with an outcome that matches the function of the problem behavior This should also help to prevent escalation

E.g. if student raises hand to request an easier, substitute assignment; in order to escape difficult tasks then quickly provide the student with the easier assignment

Consequence Interventions Responding to Problem Behavior

2. Active Extinction of the Problem Behavior Make sure the problem behavior no longer works

for the student… If using a consequence as a response to negative behavior, make sure the consequence is not providing the desired function for the student

Example: Consequence Interventions

A B C We must refuse to (C) let Dexter avoid difficult math tasks by (B)

engaging in disrespectful behavior & Instead prompt him to raise his hand and (C) reward him for (B) raising his hand & asking for a break (Alternate Behvior)

*By not providing Dexter w/ what he wants when he engages in disrespectful behavior we are making the problem behavior Ineffective.

It is important that we work hard to Reinforce Dexter for engaging in the alternate behavior, or he is likely to go back to & escalate the problem behavior

PBS InterventionsAttention Seeking

RESPONSE TO BEHAVIOR Intervention occurs after (in response to) positive

or negative behavior

Respond quickly if student asks appropriate for adult attentionGive the student frequent adult attention for positive behaviorStudent earns ‘lunch w/ teacher’ when student earns points for paying attn in class & asking appropriately for attentionEliminate/minimize the amount of attention provided to a student for engaging in problem behavior

•Limit verbal interaction – create a signal to prompt the student to stop the problem behavior•Avoid power struggles

C -

PBS InterventionsAttention Seeking

CSometimes students need additional encouragement to engage in the desired behavior…When using additional incentives to encourage student positive behavior

If students desire adult attention, use it as an incentive-lunch with teacher-1:1 game with favorite staff, etc.-special teacher assistant

PBS Interventions Avoid Task

RESPONSE TO BEHAVIOR Intervention occurs after (in response to) positive

or negative behaviorRespond quickly if student asks for help or for a breakReward students for on task, trying hard, work completion & for asking for a break or help appropriately

Eliminate/minimize the amount of missed instructional time or work provided to a student for engaging in problem behavior

•However, need to make sure student is capable of doing work… or provide support/instruction so student can complete the work

C -

PBS Interventions Avoid Task

CSometimes students need additional encouragement to engage in the desired behavior…When using additional incentives to encourage student positive behavior

If students is attempting to avoid tasks, you might use free homework passes or reduced numbers of problems as an incentive

With a partner identify

Consequence interventions for Responding to

Problem Behavior :

Prompt the Alternate

Behavior & Extinguish the

Problem Behavior

Activity 5

With a partnerrate the attached

intervention using the

scoring rubric provided

Activity 6