1. www.crec.org SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT: YEAR 3 TEAM TRAINING DAY 2 Donna Morelli Cynthia Zingler Education Specialists Positive Behavioral Intervention and Supports Trainers dmorelli@crec.orgdmorelli@crec.org czingler@crec.orgczingler@crec.org www.pbis.org www.cber.org

2. www.crec.org Sharing Celebrations – Tier 1 and Tier 2 Roadblocks – Tier 1 and Tier 2 Questions/Concerns

3. www.crec.org Utilizing the PBIS framework Addressing the needs of ALL students within the school Efficient and effective evidence based practices Data for decision making Creating a system for sustainability

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5. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Integrated Elements

6. www.crec.org PURPOSE Provide overview of defining features of function-based approach to addressing behavior. FBA Developing a hypothesis

7. www.crec.org Objectives for Today Determine appropriate data gathering tools Determine student motivation (function) Establish a hypothesis statement that will inform a behavioral intervention plan (BIP)

8. www.crec.org The Purpose of Assessment “Assessment is a process of collecting data for the purpose of making decisions about individuals or groups and this decision-making role is the reason that assessment touches so many people’s lives.” Salvia & Ysseldyke (2001)

9. www.crec.org Indicators of a Quality Decision- Making Process 1.Identify the focus area 2.Determine the desired outcome 3.Select strategies/interventions 4.Develop plan 5.Implement and Monitor 6.Evaluate student progress & the plan

10. www.crec.org What Data Do We Use? Looking at Numbers Quantitative data (Numbers) Defining the gap between expectations and current performance Monitoring the progress and growth Move Beyond Numbers Qualitative data (Descriptions) Developing a focus area or the cause of a concern Defining the context Examining the implications of decisions

11. www.crec.org Behavior Clearly define the behavior  Observable (can be seen)  Measurable (can be counted)  Specific (clear terms, not vague, no room for a judgment call) Observe at least 3 times – Different settings – Different times – Different activities

12. www.crec.org Frequency Jon calls out to another student Jon calls out to teacher Calling out to teacher and or classmates without raising his hand occurred 8 times within a 20 minute observation; Greatest difficulty was during seat work.

13. www.crec.org Data Collection Strategies Masking Tape Pennies (in pocket)/Paperclips Golf Counter Post-It Notes Mailing Labels Index Card on Desk

14. www.crec.org Duration SettingStart time Stop time DurationTotal time Story10:0510:105 minutes Seat10:1610:259 Blocks10:3110:35418 minutes Average duration of behavior: 18/30 minutes = 60% of the time; 50% of which was during seat work.

15. www.crec.org Time to Practice Watch the video for instances where Suzanne causes pain to the cat

16. www.crec.org http://www.youtube.com/watch?v=32 4WVWxjJng

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18. Time to Practice Compare your observations with your shoulder partner; Share with another pair of partners.

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21. THE ABC S OF FBA S

22. www.crec.org Simple FBA Brief teacher interview Define problem behavior and identify antecedents and consequences Appropriate when… Behavior is not severe or complex High level of confidence in “ABC’s” and hypothesized function Child is not in danger of suspension, expulsion or an alternative placement Does not meet IDEA requirements Crone & Horner, 2003

23. www.crec.org Full FBA Parent, additional teacher and child interviews; review of records; and direct observations in at least two settings Appropriate when… Behavior is complex, severe or at-risk If the child’s behavior is not severe but there is a lack of confidence in the initial hypothesized function, prior interventions unsuccessful Meets IDEA ’04 requirements Crone & Horner, 2003

24. www.crec.org The ABCs of Behavior A ntecedents Events before the behavior B ehavior Observable, measurable, specific C onsequences Event after the behavior

25. www.crec.org Antecedent BehaviorConsequence

26. www.crec.org The Three Term Contingency Antecedent : Behavior : Consequence : “Any stimulus presented contingent on a particular response” “Any observable and measurable act of an individual (also called a response).” Any “ stimulus that precedes a behavior” Alberto & Troutman (2006)

27. www.crec.org Reinforcement vs Punishment Reinforcement : when a consequence of a behavior functions to increase the likelihood of future occurrences of that behavior Punishment : when a consequence of a behavior functions to decrease the likelihood of future occurrences of that behavior

28. Reinforcement and Punishment * Future probability of behavior Inc. ( )* Dec. ( )* Reinforcement Punishment Give ( + ) Take ( - ) Positive Negative

29. www.crec.org “School’s not for kids!” When Jake is presented with school work, he whines, “Schools not for kids!” In the past, Jake’s teacher gets frustrated and takes his work away. In the future, Jake continues to whine whenever he is presented with work.

30. www.crec.org Breakdown of Example: Jake Antecedent(S D ): Behavior(s): Consequence: Action(+ or - ): Effect(  or  ): So it is: When Jake is presented with school work he whines, “Schools not for kids!” Jake’s teacher…takes his work away In the future, Jake continues to whine Jake’s teacher…takes his work away Negative reinforcement

31. www.crec.org “Brian” During lunch with peers, Brian made a derogatory comment toward one of his peers. The peer punched him. In the future, Brian was less likely to make derogatory comments (at least toward that peer).

32. www.crec.org Breakdown of Example: Brian Antecedent(S D ): Behavior(s): Consequence: Action(+ or -): Effect(  or  ): So it is: During lunch with peers Brian made a derogatory comment The peer punched him less likely to make a derogatory comments Peer “ gave ” a punch Positive punishment

33. www.crec.org “Rachel” During math class lectures, Rachel uses a straw and her math notebook to make spitballs and shoots them at Susan. Peers laugh. Rachel begins to shoot spitballs in other classes during lectures.

34. www.crec.org Breakdown of Example: Rachel Antecedent(S D ): Behavior(s): Consequence: Action(+ or -): Effect(  or  ): So it is: During classroom lectures Rachel shoots spitballs Peers laugh More likely to shoot spitballs during lectures Peer “ gave ” social attention Positive reinforcement

35. www.crec.org Direct Assessments—ABC Chart TimeAntecedentBehaviorConsequence 9:05 Teacher gives class an independent writing assignment X looks out window Teacher prompts X to begin writing 9:10 Teacher prompts X to begin writing X picks up pen and scribbles on page Teacher walks away 9:17 Teacher prompts X to stop scribbling and begin writing X rips paper up and throws it on the floor Teacher tells X to go to office 9:18 Teacher tells X to go to office X stands up and goes to office X stays in office until next period What could have been done differently? How do you help a staff member change their behavior?

36. www.crec.org Fast and Slow Triggers Slow Triggers Setting events Environmental conditions Over time Fast Triggers Antecedents Immediately before behavior Pennsylvania Department of Education, Initial Line of Inquiry Slower triggers : disabilities, trauma reactions, fatigue, poor nutrition Medical conditions/reasons, family stressors

37. www.crec.org Student’s Strengths Describe what the student does well (interests, strengths, learning styles). What does the student contribute to his environment? When does he exhibit appropriate behaviors?

38. www.crec.org Antecedents: The Student’s Own Behavior How does the student evidence her growing frustration? What does the student DO immediately before the interfering behavior? What are the signs or clues the student gives?

39. www.crec.org FBA Process Strengths Behavior Antecedents Consequences

40. www.crec.org A SAMPLE PROTOCOL FOR EXAMINING BEHAVIOR

41. www.crec.org Indicators of a Quality Decision- Making Process 1.Identify the focus area 2.Determine the desired outcome 3.Select strategies/interventions 4.Develop plan 5.Implement and Monitor 6.Evaluate student progress & the plan

42. www.crec.org Behavior is Changeable Make the behavior…… Irrelevant Inefficient Ineffective

43. www.crec.org USING ASSESSMENT TO DEVELOP AN HYPOTHESIS

44. www.crec.org AcademicsBehavior District CMTsSuspension/Expulsion, Drop-Out, Graduation Rate, Screening Instruments District – Wide Assessments (3 to 4 times annually) DRA, DIBBLES, Math Building Unit TestsOffice Referrals Individual Common Formative Assessments; CBA, portfolios; rubrics Standardized Tests; CBAs; *OBAs; rubrics *objective behavioral analysis

45. Data Sources Direct measures – CBA (CRT and CBM) Indirect measures – Rubrics, goal attainment scaling, self- monitoring Authentic measures of performance – conversation summaries – portfolios What data sources did you bring for your case study? Etscheidt, 2006

46. www.crec.org Develop an Hypothesis Develop an hypothesis to define a central focus Examines the relationship among the context variables Determines why this is

47. www.crec.org Make a Statement About the Behavior Three parts include: When {antecedent/trigger} occurs, ( When Jeff is given an independent writing assignment, ) The {student(s)} do/does {behavior of concern}, (he rips his paper up and throws it on the floor) In order to {perceived function}. (in order to escape the writing task.) * Develop a hypothesis statement for the student in your case study. Pennsylvania Department of Education, Initial Line of Inquiry

48. www.crec.org So What Do We Want to Happen? The desired outcome is developed from changing the currently reality to a new one. Take a look at your hypothesis. *What is it that you want to happen instead?

49. www.crec.org Writing a Desired Outcome Clearly define the outcome Observable (can be seen) Measurable (can be counted) Specific (clear terms, no room for a judgment call) May sometimes require smaller benchmarks When {condition} occurs, {the student} will {desired outcome} from {baseline} to {target} by {timeline}. * Write your desired outcome.

50. www.crec.org Missing Data? Want to Know… Source...

51. www.crec.org Action Plan Find your missing data! Complete your Hypothesis Statement and specify the root cause. update assessment information

52. www.crec.org Indicators of a Quality Decision- Making Process 1.Identify the focus area 2.Determine the desired outcome 3.Select strategies/interventions 4.Develop plan 5.Implement and Monitor 6.Evaluate student progress & the plan

53. www.crec.org Behavior is Changeable Make the behavior…… Irrelevant Inefficient Ineffective

54. www.crec.org SWPBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, salable, & logical for all students (Zins & Ponti, 1990)

55. www.crec.org Host Environment Features

56. www.crec.org Outcomes (“Answers”) Supporting context Effective SWPBS Features & requirements of function-based approach to behavior support Process Behavioral description of “function” Get or escape/avoid Steps in function-based approach to behavior intervention planning Behaviorally competent team

57. www.crec.org Behavior Support Elements Problem Behavior Functional Assessment Intervention & Support Plan Fidelity of Implementation Impact on Behavior & Lifestyle *Response class *Routine analysis *Hypothesis statement *Function *Alternative behaviors *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions *Implementation support *Data plan *Continuous improvement *Sustainability plan Team-based Behavior competence

58. www.crec.org Function-based support is all about… Re-design & improvement of learning & teaching environments Attention to environment & function Not re-design of individuals Change in behavior of plan implementers

59. www.crec.org What is function-based support? Foundations in behavioral theory, applied behavior analysis, & pbs Attention to environmental context Emphasis on “purpose” or function of behavior Focus on teaching behaviors Attention to implementers (adult behaviors) & redesign of teaching & learning environments.

60. www.crec.org Only 2 Basic Functions Pos Reinf Neg Reinf Existing aversive condition identified

61. www.crec.org Non-examples: Function-Based approach “Function” = outcome, result, purpose, consequence “Lantana, you skipped 2 school days, so we’re going to suspend you for 2 more.” “Phloem, I’m taking your book away because you obviously aren’t ready to learn.” “You want my attention?! I’ll show you attention,…let’s take a walk down to the office & have a little chat with the Principal.”

62. www.crec.org Defining behavior Must result in clear, measurable, & objective descriptions of individual, groups, or sequences of related behaviors Any observable or measurable action or act. Observable beginning & end Has measurable dimension(s) Frequency, duration, latency, force, topography, locus

63. www.crec.org Consider behavior dimensions: Frequency Duration Latency, Intensity or force Locus

64. www.crec.org Non- v. Observable (-)hyperactivity (+)initiates 5 different tasks within 2 minutes (+)leaves room at least 3 times during a 30 minute lesson (+)….

65. www.crec.org Which is described in observable terms? Hits with his fist OR Aggressive

66. www.crec.org Delinquent OR Takes money from peers

67. www.crec.org Psychotic OR Says she hears voices

68. www.crec.org Arrives 10 minutes late OR Irresponsible

69. www.crec.org Out of seat 55% of time OR Hyperactive

70. www.crec.org Consider response class Set of different behaviors with similar or related purpose or function Hit, spit, runaway, yell… Escape difficult task request Cry, hit, whine, raise hand, spit….. Obtain adult attention

71. www.crec.org Consider response chains Predictable sequence of behaviors Possibly different functions at beginning & end of chains * Can you think of a student whose behavior at the onset had a different purpose at it’s peak.

72. www.crec.org Ex1. Behavior Chain Given doable 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)

73. www.crec.org 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 teacher 6.Runs away from teacher who chases. What is function of behavior? (Test)

74. www.crec.org What is FBA? A systematic process for developing statements about factors that contribute to occurrence & maintenance of problem behavior, & more importantly, serve as basis for developing proactive & comprehensive behavior support plans.

75. www.crec.org When has FBA been done? 1.Clear & measurable definition of problem behaviors. 2.Complete testable hypothesis or summary statement is provided. Statement of function (purpose) of behavior 3.Data (direct observation) to confirm testable hypothesis. 4.Behavior intervention plan based on testable hypothesis Contextually appropriate supports for accurate implementation

76. www.crec.org Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior Class Testable Hypothesis “Basic Unit” “Best guess” about behavior & conditions under which it is observed Represents basic working unit of FBA Directly guides development of BIP

77. www.crec.org Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior Class Testable Hypothesis “Basic Unit” Following events that maintain behaviors of concern Preceding events that trigger or occasion Set of related behaviors of concern Infrequent events that affect value of maint. conseq.

78. www.crec.org 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 eventAntecedentResponseConsequence Misses 12:30 medication Teachers make multiple task demands Sequoia makes negative self- statements & writes profane language Teacher sends Sequoia to office for being disrespectful What function? Avoid difficult tasks

79. www.crec.org Setting eventAntecedentResponseConsequence Caesar is teased several times about his hair by his friends before class His teacher stares at his hair in class Caesar asks his teacher what she’s staring at His teacher sends 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

80. www.crec.org Setting eventAntecedentResponseConsequence Cleo is new to the 6th grade, & English is her second language. When another student approaches & says something to her in English, Cleo turns away. The other student walks away. This happens several times during the day. New studentStudent approaches & speaks in English Cleo turns away Other student walks away What function? Escape peer attention

81. www.crec.org Setting eventAntecedentResponseConsequence When his teacher asks him what the capitol city of a country is, Napoleon gives the correct answers. His teacher praises his correct answer, & tells him he may work by himself or a friend on the rest of the assignment. None Teacher asks what capitol city of country is Napoleon give correct answer Teacher gives verbal praise & time to work with a friend What function? Access peer & adult attention

82. www.crec.org Setting eventAntecedentResponseConsequence As Veloce is walking, other kids look at him & say “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & call him “weirdo.” ??Look at him. “What’s up!” “Who ya lookin’ at?” “Ya want Some?” “Ya talkin’ to me? Kids shake heads & call him “weirdo” What function? Access OR escape peer attention? How do you know? Assess?

83. www.crec.org Setting eventAntecedentResponseConsequence WRITE TESTABLE HYPOTHESIS: As Veloce is walking, other kids look at him & say “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.” ??Look at him. “What’s up!” “Who ya lookin’ at?” “Ya want Some?” “Ya talkin’ to me? Kids shake heads & call him “weirdo”

84. www.crec.org Example 1: Different behaviors with different functions Kirsten’s teachers agree that she has two behaviors that interfere with her social success at school, & develop two testable hypotheses:

85. www.crec.org Setting Event  Anteceden t Event  Behavior  Consequenc e Event None Teacher presents multiple step request. Verbal protest, non- complianc e, foot stomping. Teacher repeats request 4 to 5 times & threatens after school suspension. Setting Event  Anteceden t Event  Behavior  Consequenc e Event None Peers play game & have conflict. Pushes peers away, uses profanity, throws rocks. Peers stop playing with Kirsten. Get adult attention Escape peer social

86. www.crec.org Example 2: Same behaviors with different functions Amy teachers have noticed two different conditions when Amy displays same problem behaviors. They developed following two testable hypotheses:

87. www.crec.org Setting Event  Antecedent Event  Behavior  Consequence Event None Peers try to engage Amy in con- versations. Turns eyes away, does not comply verbally, pulls sweater over his head. Peers move away. Setting Event  Antecedent Event  Behavior  Consequence Event None Teachers give Amy corrective feedback about her work. Turns eyes away, does not comply verbally, pulls sweater over his head. Teachers sit down next to her, rub her shoulders, & say comforting words. Avoid peer attention Get adult social

88. www.crec.org Functional Assessment Checklist for Teachers: “FACTS” STEP 1 : Student/ Grade: _____Clarence/5th grade_____Date: ____January 11___________ Interviewer: ___________Sugai________Respondent(s): ____Thomas_____ STEP 2: Student Profile: Please identify at least three strengths or contributions the student brings to school. C. has leadership potential. Peers listened to him, and he can be very convincing and sincere. He’s academically competent and seems to be moving smoothly and successfully through the school curriculum. STEP 3: Problem Behavior(s ): Identify problem behaviors ___Tardy_X Fight/physical Aggression ___ Disruptive___ Theft___ UnresponsiveX Inappropriate Language_X__ Insubordination___ Vandalism___ Withdrawn_X__ Verbal Harassment____Work not done___ Other __________ ____X _ Verbally Inappropriate___ Self-injury Describe problem behavior:C. may have one of the shortest fuses I’ve seen. One little tease by a peer, and he quickly and predictably escalates through a behavioral sequence that begins with passive in subordination (non response), moves to a mild protest, shifts to harassment and name calling, increases to property damage and even to physical aggression. Its interesting that he seems to “enjoy” the reactions he gets from peers that he aggresses toward, and from peers who look up to him for his aggressiveness. 25

89. www.crec.org STEP 4: Routine Analysis Schedule (Times) ActivityLikelihood of Problem BehaviorSpecific Problem Behavior 8:00Waiting to enter building Low High 1 2 3 4 5 6 See escalation described above 8:15Advisory & Planning1 2 3 4 5 6 Mostly teasing and touching property of others. Doesn’t escalate much further 9:15Language Arts1 2 3 4 5 6 Occasional name calling/teasing 10:15Recess1 2 3 4 5 6 See escalation described above 11:30Math1 2 3 4 5 6Occasional teasing 12:00Lunch1 2 3 4 5 6 See escalation described above 12:35Earth Science1 2 3 4 5 6Minor verbal harassment 1:15Art or Phy Ed1 2 3 4 5 6 See escalation described above 2:00Reading1 2 3 4 5 6Rarely a problem 2:50Waiting for bus1 2 3 4 5 6 See escalation described above

90. www.crec.org 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).

91. www.crec.org Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior Desired Alternative Acceptable Alternative Typical Consequence Summary Statement

92. www.crec.org Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior Lack of peer contact in 30 minutes. Do difficult math assignment. Noncompliance, profanity, physical aggression, Avoid task, remove from class. Desired Alternative Typical Consequence Points, grades, questions, more work. Do work w/o complaints. Summary Statement Acceptable Alternative Ask for break, ask for help. Why is function important? Because consequences compete!! Function

93. www.crec.org Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior Desired Alternative Typical Consequence Summary Statement Acceptable Alternative

94. www.crec.org Setting Event Manipulations Antecedent Manipulations Consequence Manipulations Behavior Manipulations

95. www.crec.org Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior Lack of peer contact in 30 minutes. Do difficult math assignment. Noncompliance, profanity, physical aggression, Avoid task, remove from class. Desired Alternative Typical Consequence Points, grades, questions, more work. Do work w/o complaints. Summary Statement Acceptable Alternative Ask for break, ask for help. Why is function important? Because consequences compete!! Function

96. www.crec.org Setting Event Manipulations Antecedent Manipulations Consequence Manipulations Behavior Manipulations Teach options to problem behavior: 1. Ask for break 2. Ask for help 3. Turn in assignment as is. Teach missing math skills Arrange for peer interaction before math class Provide positive adult contact Sit with preferred peer Introduce review type problem before difficult tasks Remind of alternative behaviors Do first problem together Immediately reinforce entering class. Provide reinforcer w/in 1 min. of starting task (3 min., 5 min., 10 minutes) Give break & help Sit with preferred peer when done

97. www.crec.org Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior Rides city bus Teacher corrects peers Profanity Verbal protests Teacher attention Desired Alternative Typical Consequence Delayed teacher attention. Ignore & problem solve later Summary Statement Acceptable Alternative Discuss in private Why is function important? Because consequences compete!! Function

98. www.crec.org Setting Event Manipulations Antecedent Manipulations Consequence Manipulations Behavior Manipulations Teach J. how, when, & where to express verbal protest, & how to walk away from problem situations in transitions. On days city bus ridden, check in with counselor to review days schedule & walk with counselor to classroom Give >3 positive acknow- ledgements per min. to peers during transitions. Give private & quiet corrections to peers. Remind J. of acceptable & desired replacement behaviors When J. engages in problem behavior immediately disengage from him, & engage peers. When J. engages in replacement behaviors provide adult attention (discussion)

99. www.crec.org Setting Event Manipulations Antecedent Manipulations Consequence Manipulations Behavior Manipulations

100. www.crec.org For Next Time…. Complete an FBA on 1-2 students and bring information with you to the next training. We will be developing BIP We will be discussing developing Wrap Around Services

101. www.crec.org Session Evaluation Please complete the evaluation for today’s workshop. Thank you!

102. www.crec.org C ONTACT I NFORMATION Donna Morelli PBIS Trainer dmorelli@crec.org Cynthia Zingler – PBIS Coordinator/Trainer czingler@crec.org