positive behavior interventions and supports (pbis) “introduction and practice in functional...
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POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS(PBIS)
“Introduction and Practice in Functional Behavior Assessment
(FBA)” From FBA to BIP
Two Day Series
Part 1.0
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BEST Expectations:FBA Training Team Norms
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Today’s Goal
• Revisit the critical features of universal and targeted PBIS practices and how they inform behavior plans
• Understand the concept of “function” in behavior support planning
• Conduct an FBA/BIP for your student of choice• Plan for finalizing and implementing plan
developed today
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Functional Behavior Assessment
Is a process for identifyingthe events that reliably predict
and maintain problem behavior.
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Function Based ApproachFocuses on:
Changing environmental factorsinstead of
fixing the person.
It’s about what we as adults will do differently!
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How does Functions Based Assessment
fit into your school’sPBIS System?
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Six Components of Universal
1. Purpose Statement2. 3-5 Expectations3. System for Teaching
Expectations4. System for Acknowledging
Expectations5. System for Discouraging
Problem Behavior – all referrals should include a query on function
6. Data-based Decision Making
*Monthly as a PBIS Leadership Team
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Targeted Interventions• Implement Universal with
Fidelity• SET Evaluation at 80/80• Inventory Existing Targeted
Practices• Develop Check-in/Check-out• FBA- match interventions to
the function of the behavior• Develop Data System to
Support Targeted Interventions
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INTENSIVE LEVEL• Establish Intensive Team
and Indentify Intensive Coordinator
• Establish SU Supports for the Intensive Level
• Establish SU and interagency
• Learn about the Intensive Level of PBIS
• FBA/BIP for more complex and more resistant to change behaviors
• Develop Capacity for Wraparound Supports
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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
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Interventions with an Evidence Base
Vannest K, Reynolds CR, Kamphaus RW. BASC-2 intervention guide for emotional and behavioral problems. Bloomington, MN: Pearson Assessments; 2009.
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F B
A 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
Assessing predictable relationships between the environment and behavior
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Flaws with FBA use in public schools (Scott et al., 2005)
• FBA is used mainly as a reactionary approach.– opportunity is lost to utilize FBA technology to develop
interventions that address minor behaviors that usually precede more serious problems.
• FBA is restricted to set of procedures used by “experts”– The rich supply of information from people with whom
the student interacts with the most is lost.• FBA is restricted to rigorous procedures that are unrealistic
for public school settings.– Disincentive for using FBA technology. – Cynicism as to the practicality of FBA .
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So who is responsible for conducting the FBA in your
school?
How does someone access this intervention?
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Requesting a 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 a FBA/BIP referral is necessary based on data
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ACTIVITY 1
Review your school’s process for FBA in the workbook
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FBA LOGIC MODELSheldon Loman, University of Oregon
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.
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At the Foundation of FBA are 3 major tenets about behavior
Human behavior is functional
Human behavior is predictable
Human behavior is changeable…?
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21
Human behavior is changeable
Design of effective environmental routines
These routines focus on changing the conditions that set up, set off or maintain
problematic behavior
FBA switches the focus from “treatment of within-child pathology” to
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In An Effective Environment…Problem behavior is irrelevant, inefficient, ineffective
• Problem behaviors are irrelevant whenChild doesn’t need to escape anymoreChild has access to positive events more commonly
• Problem behaviors are inefficient whenAlternative behavior is availableAlternative behavior is taught
• Problem behaviors are ineffective whenProblem behavior NO LONGER works- it does not get the child what they want to obtain or what they want to avoid.
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Functional Assessment of Behavior
“A functional assessment can be done in your head.”
It is a problem solving process that identifies the events that reliably predict and maintain problem behavior.
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Students Needing FBA
• Academic/Behavior data indicates challenge(s)
• Chronic Misbehavior• 3-5 Discipline Referrals for Major Behaviors• Frequent Absences• Multiple ISS/OSS• Don’t understand behavior• Other interventions have not been successful
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Simple FBA vs. Comprehensive FBA
Simple FBA COMP. FBAWhat Relatively simple and
efficient process to guide behavior support planning
Time-intensive process that also involves archival records review, family-centered planning, and collaboration. May or often includes agencies outside of school
Who School-based personnel (e.g., teachers, special educators, counselors, administrators)
Professionals trained to conduct functional assessments with students with severe problem behaviors (e.g., Often by school psychologists, behavior specialists)
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Simple FBA vs. Comprehensive FBASimple FBA COMP. FBA
For Students that:Exhibit high frequency behaviors that are not dangerous (e.g., not following directions, not completing work)
Have received interventions that did not improve behavior
Exhibit behaviors that occur in 1 to 2 school routines (e.g., specific classrooms/activities, lunch, recess)
Students that:
Exhibit dangerous behaviors (e.g., hitting, throwing objects, property destruction)
Exhibits behaviors on 3 or more more school routines
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Case Study
What is the problem?What is he/she getting out of it or avoidingWhat do you want him/her to do instead?How can you help this happen more often?How will you know if the problem has been resolved?
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FBA ProcessD.A.S.H.
Adapted from Sheldon Loman, University of Oregon
1 Define behavior in observable & measurable terms 2 Ask about behavior by interviewing staff & student
-specify routines where & when behaviors occur -summarize where, when, & why behaviors occur
3 See the behavior -observe the behavior during routines specified -observe to verify summary from interviews
4 Hypothesize: a final summary of where, when & why behaviors occur
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Behavior is…..
any action which is observable and measurable, and has a distinct onset and offset.
secprevnten
(Challenging Behavior)
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What are some of the challenging behaviors you are dealing with
currently in your classroom/school?
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Are the behaviors you listed observable?Measurable?
Defined so clearly that a person unfamiliar with the student could recognize the behavior
without any doubts?
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KickingKicking
PinchingPinching
CursingCursing
HittingHitting
SpittingSpitting
YellingYelling
DisrespectDisrespect
DefianceDefiance
Off taskOff task
AngerAnger
secprvten
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Define Behaviors in Clear TermsVAGUE DESCRIPTIVE
Julia is aggressive Julia hits other students during PE class when she does not get her way
Michael is disruptive Michael blurts out and makes inappropriate comments during classroom discussions
Jenny is hyperactive Jenny leaves her assigned area without permission. Jenny only completes small portions of her work. Jenny blurts out answers without raising her hand.
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ACTIVITY 2
Provide an observable and measurabledefinition for the behaviors
listed in your workbook
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2. ASK (Gather Information/Data)staff, student, parents about the ABCs
D.A.S.H
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Functional (Behavioral Assessment) Behavior Support Plan (F-BSP)
Google search
An interview tool for collecting information about problematic behavior.
For staff, parents and students
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Description of the Behavior
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Description of Antecedents
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Summary of Antecedents
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ACTIVITY 3
Pair ShareDiscuss F-BSP Teacher/Staff/Parent
interview for your student.
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Only Two Basic FunctionsOnly Two Basic FunctionsProblemBehavior
Obtain/GetSomething
Escape/Avoid
Something
SocialTangible/Activity
Adult
Stimulation/Sensory
Peer
Positive Reinforcement
Negative Reinforcement
from Horner & Sugai at www.pbis.org
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3. See the behavior (Gather information/data)
D.A.S.H
Behavior Observation FormsABCs
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FBA Always start with the behavior
2Antecedent/Trigger:
When _____ happens….
1 Behavior:
the student does (what)__
3Consequence/Outcome
..because (why) ______
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ACTIVITY 4
Using the ABC chart in your workbook,document the time, location, duration,
antecedents, behavior and consequences in the following video
clip.
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4. Write A Hypothesis/Function Statement
D.A.S.H
All behavior has a function (purpose).At the simplest level, a hypothesis statement
identifies the function of the student’s behavior.
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Ex1. Determining FunctionGiven a task, student… 1. Whispers that work is stupid, 2. Writes on papers, 3. Says work is stupid,4. Throws paper in waste basket, & 5. Leaves room.
What is function of behavior? (Test)
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Ex2. Given difficult task, student…
1. Says this work is stupid,2. Pokes student at next table,3. Argues with student,4. Tells teacher to butt out,5. Threatens teacher6. Runs away from teacher who chases.
What is function of behavior? (Test)
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Creating a Hypothesis Statement
• What is the problem behavior?• Where does it happen?• When does it happen?• What are the consequences?• What is the function?
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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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When asked to participate orally in math class, Shane typically ignores the teacher’s request. If the teacher confronts Shane in front of the
class and continues to direct him to participate, Shane will become highly agitated
and begin to yell at the teacher. These behaviors allow Shane to avoid attention from
his peers.
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Have you considered whether there are sensory issues?
Is there a need for a sensory diet?
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When Sequoia misses her 12:30 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.
Setting event Antecedent Behavior Consequence
Misses 12:30medication
Teachersmake
multipletask demands
Sequoia makesnegative self-statements &
writes profanelanguage
Teacher sendsSequoia to
office for beingdisrespectful
What function?Avoid difficult tasks
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Setting event Antecedent Behavior Consequence
Caesar isteased severaltimes about his
hair by his friends before
class
His teacherstares at his hair in class
Caesar askshis teacher what she’sstaring at
His teachersends him to
in-school detention
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.
What function?Escape adult &peer attention
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ACTIVITY 5
In your activity sheet, create a competing pathway and write a hypothesis
statementfor each the following student scenarios.
T Cassano 2011
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SCENARIO
JasonDuring independent work time, Jason makes disruptive noises and the teacher responds by redirecting him to work quietly. Jason goes back on task temporarily but continues to interrupt throughout the lesson.
T Cassano 2011
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Setting Events Antecedents Behavior Consequences
Behavior Pathway
T Cassano 2011
Adapted from Crone, D.A. and Horner,R.H., 2003
Makes Disruptive Noises
Independent Work
Classroom Teacher Redirection
FUNCTION: Attention
FUNCTION: Attention
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SCENARIO
BethWhen the teacher asks Beth to read aloud during literacy class, she curses at the teacher and is sent to the planning room to process with a staff member.
T Cassano 2011
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Setting Events Antecedents Behavior Consequences
Behavior Pathway
T Cassano 2011
Adapted from Crone, D.A. and Horner,R.H., 2003
Curses at teacherAsked to Read Aloud
Literacy Class Sent into planning room
FUNCTION: Avoid Difficult Task
FUNCTION: Avoid Difficult Task
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SCENARIO
WilliamDuring math class William continually interrupts the teacher making jokes. When redirected by the teacher he calls her a f-ing bleep. After removing himself from the classroom and going in the hallway for 5 minutes, William returns and continues to interrupt the lesson.
T Cassano 2011
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Setting Events Antecedents Behavior Consequences
Behavior Pathway
T Cassano 2011
Adapted from Crone, D.A. and Horner, R.H., 2003
Interrupts Teacher/ Making
JokesTeacher
Instruction Math Class
Group Setting
Teacher Redirection
FUNCTION: Attention
FUNCTION: Attention
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Setting Events Antecedents Behavior Consequences
Behavior Pathway
T Cassano 2011
Adapted from Crone, D.A. and Horner,R.H., 2003
Calls Teacher a F-ing Bleep
Teacher Redirection
ClassroomRemoves Self from Room
FUNCTION: Avoid Confrontation;
Work
FUNCTION: Avoid Confrontation;
Work
Re-enters Room
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Developing a Competing Behavior Pathway
Natural Consequence
Maintaining Consequence
Desired Behavior
Problem Behavior
Alternative Behavior
AntecedentSetting Event
Targeted Routine
Summary Statement: We already have this!!!
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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” (O’Neill et al., 1997, p. 71).
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Build a Competing Behavior Pathway
Independent class work Does not have
teacher attention
Completestask
Makes noises
Gets verbal praise from
teacher
Raises hand and
asks forhelp or break
Gets help from teacher
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ACTIVITY 6
In your packet, complete the Competing Behavior Pathway for
your student.
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COMPETING PATHWAYS CHART
STUDENT: DATE:
SCHOOL: GRADE: TEACHER:
Related Events (Setting Events)
Antecedent Events
Desired Behavior
Setting Event Strategies Antecedent Strategies Behavior Consequences/Strategies Problem Desired Problem Desired
Alternative Behavior
Maintaining Consequences
Maintaining Consequences
Problem Behavior
INTERVENTION PLAN
Adapted from Sugai, Lewis-Palmer, & Hagan, 1999
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Part 1.0 Summary
1. The function of behavior should always be considered when selecting interventions for students.
2. Use the F-BSP form to conduct a FBA
3. Functions based problem solving is about changing environmental factors rather than “fixing kids.”
4. The Competing Behavior Pathway is a template that allows your team to see develop a functions based behavior intervention plan.
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HOMEWORK
Experiment with altering at least one of the intervention strategies under setting events,
antecedents, behavior teaching or consequences.
Write a summary of how the interventions went to bring with you to next week’s workshop.