1. Basic FBA to BSP: A Practical Approach for Utilizing Function-Based Support in Typical School Contexts Chris Borgmeier, PhD Portland State University cborgmei@pdx.edu www.functionbasedthinking.com

2. Why Does FBA Continue to Be Underutilized In Schools? FBA demonstrated effective for students with and without disabilities with a wide range of problem behaviors (Epstein, Atkins, Cullinan, Kutash, & Weaver, 2008) In Practice: Misconception that FBA is a rigorous set of procedures used only by “experts”/unrealistic in typical public school settings FBA is used as a “last resort” rather than proactively A lack of trained personnel leads to providing support in a “triage” manner Opportunity is lost to utilize FBA for less severe persistent problem behavior

3. Basic FBA: Behaviors and Maintaining Functions are Easily Defined and Identified A Proactive Approach to Behavior Support Planning Many of problem behaviors that teams encounter do not require comprehensive FBA-BSP Using simplified FBA-BSP procedures that “match” the level and intensity of problem behavior Provide FBS at the first signs of persistent problem behavior Complex FBA: Behaviors and Maintaining Functions Vary, and are not Easily Defined and/or Identified

4. 4 BasicComplex For:Students with mild to moderate problem behaviors (behaviors that are NOT dangerous or occurring in many settings) Students with moderate to severe behavioral problems; may be dangerous and/or occurring in many settings What:Relatively Simple and Efficient process for behavior support planning based on “practical” FBA data Time-intensive process that involves emergency planning, family- centered planning, and collaboration with outside agencies Developed by whom: Team of school-based professionals (e.g., PBS team members whose job responsibilities include FBA and behavior support planning) School-based team including professionals trained to develop and implement intensive interventions for students with severe problem behaviors (e.g., behavior specialist) Basic vs. Complex FBA/BSP Focus of this training series

5. The Changing Role of the Behavior Specialist - Working “Smarter NOT Harder” Proactively build capacity- Train 1-2 school personnel in each school to use Basic FBA/BSP Teach all school-based team members to understand FUNCTION Parsimonious tools- Use simple tools and terminology that are relatable to school personnel Practical Trainings- Provide short training sessions that teach “less more thoroughly” based on established instructional practices Prioritized follow-up- Through use of quick in-training assessments to determine those participants that will require more follow-up coaching

6. THE BASIC FBA TO BSP TRAINING SERIES Available at www.pbis.org & www.functionbasedthinking.comwww.pbis.org www.functionbasedthinking.com Loman, Strickland-Cohen, Borgmeier, & Horner (2013)

7. Basic FBA to BSP Training Series Module 1- Defining & Understanding Behavior* Module 2- FBA: Practice Interviewing Module 3- FBA: Practice Observing Module 4- Critical Features of BSP* Module 5- Building BSP from FBA Module 6- Implementation & Evaluation Module 7- Leading a BSP Team *Designed as training for all school staff

8. Basic FBA to BSP Training Materials Trainer’s Manual Training Slides Participant Guide Pre-Posttest Assessments of FBA & BSP Knowledge Basic FBA/BSP tools www.pbis.org www.functionbasedthinking.com

9. ASSESSING FBA/BSP TEAM LEADER KNOWLEDGE

10. Assessing Knowledge of BSP Development Team Leader Knowledge of BSP Development Assessment of BSP Knowledge Pre-Posttest 50 item pretest Assesses ability to: List the critical features of behavior support plans Identify missing or incorrect items on sample plan Discriminate between Function-Based, Neutral, and Contraindicated strategies

11. In science, when asked to work with a partner or small group Jacob (6th grade) makes inappropriate comments, pushes materials off his desk and refuses to do his work. This is most likely on days when an altercation with a peer has occurred prior to science. Based on the data collected, the team agreed that the function of Jacob’s behavior is to avoid working with peers. Function-Based (FB)? Neutral (N)? or Contraindicated (C)? 1. ____ Teach student to appropriately request a break from working with his partner(s). 2. ____ When problem behavior occurs, allow student to work alone. 3. ____ Develop a behavior contract with the student specifying that if he works successfully with peers for a specified part of lab time, he can spend the remainder of class time working independently. 4. ____ Review class rules about respectful interactions with peers at the beginning of class. 5. ____ When problem behavior occurs, send student to resource classroom to the complete activity. 6. ____ When presenting assignments on days when Jacob has had a previous peer altercation, provide a choice of working either individually or with a peer partner. 7. ____ Provide tokens that can be exchanged for items at the school store when student engages in appropriate peer interactions. 8. ____ Provide pull-out social skills training 2 times per week for 20 minutes. FB C N C N N

12. SAMPLE TRAINING SLIDES

13. Participant Guidebook Objectives Review Activities Checks for Understanding Tasks!!

14. Module 1 Objectives By the end of this module you should be able to: 1.Define observable behavior (What). 2.Identify events that predict When & Where the specific behavior occurs. 3.Identify Why a student engages in the specific behavior. 4.Construct hypothesis statements that summarize the What, When, Where, & Why of a student’s behavior

15. Always Start by Defining the Problem Behavior 2 Antecedents/Triggers When _____happens…. 1 Behavior: the student does (what)__ 3 Consequence/Function..and as a result ______

16. Activity 1 Using your guidebook (page 4) provide an observable & measurable definition for ONE of these behaviors: Jeff is always disruptive in class. Hailey is constantly off-task during math. Chris is defiant. Brandon is angry and hostile. Alexis uses inappropriate language.

17. Once you have defined the problem behavior… THEN: Where & When does the behavior occur? Routines Triggering Antecedents 2 Antecedents/Triggers When _____happens…. 1 Behavior: the student does (what)__

18. Once you have defined the behavior (the What) & know Where & When the behavior occurs… Then: WHY does the behavior continue to occur (what happens right afterwards)? Step #1: What is the CONSEQUENCE? Step #2: What is the PAYOFF? 2 Routines/Antecedents: When _____happens…. 1 Behavior: the student does (what)__ 3 Consequence/Outcome..and as a result ______

19. Understanding FUNCTION: WHY? What is the Payoff? 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 ____________

20. After interviewing Johnny’s teacher and conducting several observations, Johnny’s team determined that when seated next to peers during less structured class time (free time, cooperative group art projects, etc.), Johnny tears up his paper and stomps his feet. After Johnny engages in this behavior his peers laugh at him. Scenario #3 Routine: “During ______________________ “ 20 Antecedent/Trigger: “When … Behavior: Student does… Consequence/Outcome: and as a result… Therefore, the function of the behavior is to: get/avoid Less structured class time Peers laugh Peer Attention Tears up paper & stomps feet Seated next to peers

21. Check #1 (page 12) Define the ABC’s of understanding the function of behavior: A____________________ B____________________ C____________________ What should you always do first?

22. Task Over the next week… 1. Select a student in your school who has persistent problem behavior that is not dangerous. Identify: 1 appropriate behavior (a behavior you would like to see increase) 1 inappropriate behavior (that you would like to decrease) 2. Define both behaviors in observable and measurable terms, and identify the antecedents that happen before and consequences that follow each behavior

23. Module 2 Objectives Using the FACTS interviews with staff and students to specify: 1. The problem behaviors 2. Routines in which problem behaviors occur 3. Triggers or predictors of the problem behavior 4. Pay-off (Function) the behaviors have for student 5. Possible setting events 6.Summary of behavior

24. FACTS Part-A Routines Analysis Example: Joe TimeActivity/ Staff Likelihood of Problem Behavior Specific Problem Behavior 8:30- 9:30 Math – Jones Low High 1 2 3 4 5 6 Walking around the room, throwing pencil, tearing up paper, disruptive 9:30- 9:45 Handwriting Jones 1 2 3 4 5 6Talking to peers 9:45- 10:00 Recess – Rice 1 2 3 4 5 6No problems 10:00- 11:00 Reading – Sparks 1 2 3 4 5 6Walking around the room, pushing books on floor, tearing up paper, disruptive 11:00- 11:30 Science – Jones 1 2 3 4 5 6Talking to peers 11:30- 12:15 Lunch - Rice 1 2 3 4 5 6No problem, but got in fight 2 mos. ago

26. Interview - Antecedents ANTECEDENT(s): Rank Order the strongest triggers/predictors of problem behavior in the routine above. Then ask corresponding follow-up question(s) to get a detailed understanding of triggers ranked #1 & 2. Environmental Features (Rank order strongest 2)Follow Up Questions – Get as Specific as possible 1 X a. task too hard ___ g. large group instruction ___ b. task too easy ___ h. small group work _X_ c. bored w/ task ___ i. unstructured time _X_ d. task too long ___ j. transitions ___ e. physical demand 2 _X k. independent work 3 _X f. correction/reprimand ___ l. with peers ___ m. Other, describe ______________________ _______________________________________ If a,b,c,d or e - describe task/demand in detail __writing sentences, paragraphs, letters, journals, etc. student cannot write because they don’t know how to read or spell fluently______________________ If f - describe purpose of correction, voice tone, volume etc. _________________________________________________ If g, h, I, j or k - describe setting/activity/content in detail ____Independent work involving writing or reading; works better in small groups if he doesn’t have to read or write____________ _________________________________________________ If l – what peers? After the interviewer has rank ordered the tasks, ask the necessary follow-up questions to get a complete understanding of what is triggering the problem behavior.

27. Interview: Consequences First, show the person being interviewed the list and check all that apply Then, have them rank order the 2 strongest consequences selected Ask Follow-up Questions

28. Select #1 Ranked Answers to Insert into Summary Have Teacher Rate the Statement

29. Task This week, conduct a FACTS interview with a staff member that is very familiar with a student that requires individual behavioral support. Give yourself 30-45 minutes to complete the interview PLEASE BRING TO NEXT SESSION

30. Module 3 Objectives Utilize information obtained from FACTS interview(s) to plan for observations. Observe students within routines identified by the FACTS interview(s) Observe to test the Summary of Behavior obtained from the FACTS interview Practice using ABC Recording Form.

31. Page 37

32. Videos used in training available from Sopris West: Scott, T. M., Liaupsin, C., & Nelson, C. M. (2005). Team-based Functional Assessment and Intervention Planning: A Simplified Teaming Process. Longmont, CO: Sopris West.

35. Module 4 Objectives Use a Competing Behavior Pathway to Identify Function-based behavior supports that: Teach positive behaviors to replace problem behavior Use strategies to prevent problem behavior & prompt positive behaviors Reinforce replacement & desired behaviors Effectively respond to problem behaviors by redirecting & minimizing their pay-off Module 4 available on-line at www.functionbasedthinking.com www.functionbasedthinking.com

36. Essential Components of FBA Summary Statements The summary statement should include an observable description of: Targeted Routine Any identified Setting events / “Set-ups” Antecedents / “triggers” for problem behavior Operationally defined Problem Behavior Consequences that follow the problem behavior Primary Function of problem Behavior Multiple Functions = Multiple Summary Statements

37. Developing a Competing Behavior Pathway Natural Consequence Maintaining Consequence Desired Behavior Problem Behavior Alternative Behavior Antecedent Setting Event Targeted Routine Summary Statement: We already have this!!! We always start with the Alternative Behavior

38. Why the Alternative Behavior? Success, teacher acknowledgment Sent to hall to ‘calm down’ Function: escape task Complete writing task Crying, pushing papers off desk Raise hand & ask for easier task Asked to complete Independent writing tasks None Identified Routine: Language Arts Why not go straight to the Desired Behavior? 1. This is what we’re asking the student to do. 2. This is what the student wants now. 3. Look how different this is from what’s happening now 4. The student is going to need to gain writing skills before being able to do this like peers 5. So… in the meantime we use the alternate behavior Nadia

39. Identifying Appropriate Alternative Behavior When Pam is asked to work on long-division problems in math class, she argues, refuses to work, and uses profanity in order to avoid/escape the difficult task. Which is the best alternative behavior? Move to sit by another student Request adult attention Request a brief break from the task Ask if she can play on the computer instead Ask for a reward for completing the task 1. Serve same Function? Does it provide escape? 2. Is Behavior easier to do than problem behavior? 3. Is Behavior socially acceptable?

40. Module 5 Objectives By the end of this Module Team Leaders will be able to: 1. Explain the differences between the Alternative/Replacement Behavior and the Desired Behavior 2. Describe the different types of behavior support strategies/ interventions that must be included as part of the BSP 3. Discriminate between function-based and non-function-based teaching and antecedent strategies 4. Identify function-based strategies for rewarding replacement/desired behavior AND minimizing the payoff for problem behavior 5. Label missing and incorrect components, when provided with sample behavior support plans

41. Review What are the three essential characteristics of replacement/alternative behavior? 1.Same function as the problem behavior 2.Easier to do than the problem behavior 3.Socially acceptable

42. Activity #1 (page 69) Using the following scenario, identify an appropriate replacement behavior to teach Sally. When Sally is asked to join a reading group, she makes negative self-statements and writes profane language on her assignments. FBA data indicate that this problem behavior is maintained by avoiding having to work with peers.

43. Why Do We Consider Function? Function-Based Strategies directly address the function of the problem behavior and are expected to improve behavior Neutral Strategies unrelated to function of the problem behavior; might be a good behavior management strategy, but may or may not be effective in improving behavior Contraindicated Strategies provides access to maintaining consequence following problem behavior and is likely to make the problem worse

44. Selecting Prevention Strategies: Modifying Triggers When identifying preventive antecedent strategies: - Eliminate or alter the trigger so student will no longer need to use problem behavior The BEST antecedent MODIFICATIONS directly address: #1. The identified ANTECEDENT #2. The FUNCTION of the problem behavior

45. Prevention Interventions Directly address the identified antecedent When asked to read aloud in class, Kyle makes inappropriate comments and pushes his book off his desk Antecedent = Asked to read aloud in class Potential options that more directly address the antecedent Give student passage in advance to practice pre-reading Do not ask student to read aloud in class Let student read 1 sentence directions that he is 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?

46. Antecedent interventions must address the function the problem behavior serves Does the Intervention address the Function of Behavior Give student passage in advance to practice pre-reading Do not ask student to read aloud in class (or respond publicly) Let student read 1 sentence directions they are familiar with, instead of entire paragraphs from the text When asked to read aloud in class, Kyle makes inappropriate comments and pushes his book off his desk to avoid public speaking (not related to reading difficulty; related to extreme social anxiety).

47. Identifying Antecedent Strategies During independent reading time in language arts, when several minutes have passed without teacher attention. Audrey makes noises, talks out, and walks around the room. This behavior is maintained by adult attention. Which is the best antecedent modifying strategy to prevent problem behavior? Have peers remind the student to stay in her seat Give student more time to finish her reading assignment Teacher will provide frequent praise for reading quietly and staying in her seat At the beginning of independent reading, explain to the class why it is important to sit quietly Provide student with readings on preferred topics Addresses: 1.Antecedent? Function?

48. Activity #2 (page 70) For this example, please describe an appropriate antecedent modification that addresses both the triggering antecedent and the function of the problem behavior? When asked to read independently at his seat, Ronnie makes inappropriate noises and makes faces at peers. Based on the FBA data collected, the team agreed that the function of Ronnie’s behavior is to obtain peer attention.

49. Setting Event Strategies Antecedent Strategies Teaching Strategies Consequences Strategies Prevent/Modify “Triggers”/ Prompts for Alt/Des Teach Replacement / Desired Behavior Reinforce Alt/Des Behavior Response to Problem Behavior/ Identifying Behavior Support Strategies Team identifies a range of strategies/ interventions to address: - Prevention - Teaching - Consequences We consider the FUNCTION of the problem behavior when selecting these strategies.

50. Check for Understanding #3 (Pages 76-78) Use the information in the following Competing Behavior Pathways to determine if the plans include appropriate strategies for: Preventing problem behavior Teaching alternative and desired behavior Rewarding appropriate behavior Responding to inappropriate behavior If not, please circle/explain what is missing/wrong, and propose an appropriate strategy.

51. C onsequence/Function Student is told to go complete her work in the office Avoids working with peers A ntecedent Asked to complete a project with a group (2-3 peers) Setting Event Student gets to school late and misses breakfast Replacement Behavior Ask appropriately if she may work on the assignment alone Problem B ehavior Whining and refusing to do work Consequence Success, sense of accomplishment, peer attention Routine: Social Studies Setting EventsManipulate AntecedentTeach BehaviorAlter Consequences Arrange for more opportunities to work with peers on days when student has not had breakfast When passing out assignments provide student with a choice of working with a group or completing the assignment alone Place a “reminder” card on student’s desk stating that she may ask to work alone at any point during the group task Provide social skills training focused on how to work cooperatively with peers 3 x per week Rewards Student will be allowed to work alone when asks appropriately Response to Problem At first sign of problem behavior, student will be told to go to resource room to complete work on her own Student is told that she may work alone after she either a) asks appropriately, or b) completes one part of the task with peers Desired Behavior Work with peers to complete group assignment Replacement Behavior?? Desired Behavior?? Example B.

52. Task Over the next week… Using the FBA Summary Statement for Kelly from page 79 in your guide. a) Complete the Competing Behavior Pathway b) Select function-based Prevention, Teaching and Consequence strategies. Use the form provided on page 80 of your guidebook 52

53. Module 6 Objectives By the end of this module you will be able to: 1.Explain the meaning and importance of “Contextual Fit” 2.Describe the essential components of implementation plans 3.Define the necessary components of evaluation plans and provide examples of appropriate short- and long- term goals 4.Describe data collection procedures that would be used to track implementation fidelity and student progress when provided with a sample BSP

54. Implementation Planning: Who will do what, by when? What specific activities will be involved? Who is responsible for implementing each part of the intervention? When will each part of the plan be implemented?

55. Implementation Planning What Who When

56. EVALUATION PLAN Behavioral Goal (Use specific, observable, measurable descriptions of goal) What is the short-term behavioral goal? _________ Expected date What is the long-term behavioral goal? _________ Expected date E valuation Procedures Data to be Collected Procedures for Data CollectionPerson Responsible Timeline Is Plan Being Implemented? Is Plan Making a Difference? Plan date for review meeting (suggested within 2 weeks) ________________ The team identifies: - Short-term goal - Long-term goal - Specific evaluation procedures - Date to meet and evaluate the effectiveness of the plan Evaluation Planning: How Will We Measure Progress??

57. Module 7 Objectives By the end of this module you will be able to: 1.Explain the role of BSP Team Leader and team members in support plan development 2.Identify the specific activities that the team leader will engage in before, during, and after the team- based BSP development process 3.Describe the process for conducting and products that should result from a Plan Review Meeting 4.Lead a “team” of professionals through the process of developing a sample BSP

58. Before the Meeting Team Leader: Read FBA results and determine if FBA contains a COMPLETE summary statement, including: Operational definition of problem behavior Routine(s) in which problem behavior occurs Antecedents (setting events & triggers) Primary consequence / Function of the problem behavior Meeting place should provide access to a white board/markers or a projector/LCD screen (or other means of display)

59. Setting Event Strategies Antecedent Strategies Teaching Strategies Consequences Strategies Eliminate or Neutralize Setting Events Prevent/Modify “Triggers”/ Prompts for Alt/Des Teach Alternate / Desired Behavior Reinforce Alt/Des Behavior Response to Problem Behavior Identifying Strategies: Questions for the Team How can we arrange the environment to Prevent problem behavior? How will we teach a replacement behavior? What skills can we teach to move toward the desired behavior? How will we: -Reward the Alt behavior? -Maximize payoff for approximations of desired behavior? How will we Minimize the Payoff for the problem behavior? How will we prompt the Replacement behavior?

60. Task Over the next two weeks… Please meet with team members at your school to develop a student plan based on your FBA results. Your role as Team Leader will be to guide the team through the questions on pages 101 and 102 in your workbook and to ensure that the plan is: Complete (don’t forget about implementation and evaluation plans!) Function-Based Contextually Relevant 60

61. THE BASIC FBA TO BSP TRAINING SERIES Application in Typical School Contexts

62. Empirical Demonstrations of Basic FBA/BSP Loman & Horner, 2014 Consistent findings across Basic FBA results and FA results Strickland-Cohen & Horner, in press Functional relationship between implementation of “basic” plans developed by school-based staff and improvements in student behavior

63. BUILDING DISTRICT CAPACITY (Strickland-Cohen, Kennedy, Berg, Bateman, & Horner, 2015) 43 Elementary/Middle participants SPED and General Education Teachers School Psychologists Administrators District Behavior Specialist as Lead Trainer Three 2-hour sessions Session 1: FBA Interviewing & Observations Session 2: Selecting Function-based Interventions Session 3: Implementation & Evaluation Planning

64. Results Statistically significant change in participant knowledge related to FBA/BIP Pretest: avg 58% (range – 38 to 80%) Posttest: avg 83% (range – 64 to 96%) Overall average increase of 25% 15-week follow-up (n= 36) 75% of participants who had a documented student need reported having completed at least one FBA/BIP Of those, 38% had not completed assessment within the previous 12 months

65. Questions, Answers, Discussion

66. Thank You for Attending! All “Basic FBA to BSP” materials can be found at: www.pbis.org www.functionbasedthinking.com More information please email: Chris Borgmeier - cborgmei@pdx.educborgmei@pdx.edu Sheldon Loman - sloman@pdx.edusloman@pdx.edu Kathleen Strickland-Cohen - kathleen.strickland@ttu.edu kathleen.strickland@ttu.edu