1. Leading a Team from a Functional Behavioral Assessment to a Behavior Support Plan Rob Horner and Anne Todd University of Oregon TA-Center on Positive Behavior Support www.pbis.org

2. Assumptions and Objectives Assumptions ▫Participants already conduct functional behavioral assessment ▫Participants are working with teams to build behavior support plans for individual students. Objectives ▫Define core features of behavior support plans ▫Define a process for helping a team move from FBA to Behavior Support Plan content that is technically sound and contextually appropriate. ▫Define process for adapting planning process at your school.

3. Main Messages Know the “foundation” information BEFORE building a plan:  What, Where, When, Why Make the plan fit the student and the context  Efficient, tailored support Learn the difference between “typical” “complex” and “advanced” behavior support. Implement behavior support planning within school-wide systems.

4. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students ~15% ~5% School-Wide Positive Behavior Support

5. Behavior support is the redesign of environments, not the redesign of individuals Positive Behavior Support plans define changes in the behavior of those who will implement the plan. ▫A behavior support plan describes what we will do differently. A Context for PBS

6. Prevention  Teaching as the most effective approach  Environmental redesign, Antecedent Manipulations Function-based support  Functional assessment  Team-based design and implementation of support Comprehensive Interventions  Support plans with multiple elements  Link Behavior Support to Lifestyle Plan  Person-centered planning, Wraparound, Systems of Care Systems Change  Intervention at the “whole-school” level  Systems that nurture and sustain effective practices  Systems that are durable Major Changes in Behavior Support

7. Define critical features of environments where the focus person will be successful. ▫Behavior support plans describe what we will do differently to establish these critical features. Facilitate consistency across multiple implementers. Provide professional accountability. Purposes of Behavior Support Plan

8. Behavior Support Elements Problem Behavior Functional Assessment Content of Support Plan Fidelity of Implementation Impact on Behavior and Lifestyle *Team *Specialist *Hypothesis statement *Competing Behavior Analysis *Contextual Fit *Implementation Plan *Technical Adequacy * Strengths * Preferences * Lifestyle vision

9. Functional Behavioral Assessment Defined: ▫Functional behavioral assessment is a process for identifying the events that reliably predict and maintain problem behavior.

10. Outcomes of a Functional Behavioral Assessment Operationally defined problem behavior(s) ▫By response class Identify routines in which the problem behavior is most and least likely to occur Define the antecedent events (triggers; setting events) that predict when the problem behavior is most likely Define the ONE consequence that contributes most to maintaining the problem behavior in that routine. Summary Statement of findings.

11. Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior FBA Summary Statement 1234 Head Hit In room with Noise and/or many people Avoid noise/people Allergies

12. Primary Purposes of Functional Behavioral Assessment The primary purpose of functional behavioral assessment is to improve the effectiveness and efficiency of behavior support.  Behavior support plans built from functional assessment are more effective  Didden et al., 1997 Newcomer & Lewis, 2006  Carr et al., 1999 Ingram, Sugai & Lewis-PalmerIngram, Sugai & Lewis-Palmer  Ellingson, et al., 2000; Filter (2004) Create order out of chaos  Define contextual information, where, when, with whom, etc. Professional accountability FACTS

13. Effective Environments Problem behaviors are irrelevant ▫Aversive events are removed ▫Access to positive events are more common Problem behaviors are inefficient ▫Appropriate behavioral alternatives available ▫Appropriate behavioral alternatives are taught Problem behaviors are ineffective ▫Problem behaviors are not rewarded ▫Desired behavior ARE rewarded

14. Place Summary Statement in Competing Pathways Model Use information from interviews and observations to summarize:  Problem behavior  Antecedent Triggers  Maintaining Consequences  Setting Events

15. Reprimand during prior class Playground Scream at / threaten others Get access to game or equipment Play with others Peer social interaction Use “pass” Ask supervisor

16. Which of the Following are Appropriate Alternative/Replacement Behaviors? ▫Jason is nine and cries when asked to do difficult tasks. The crying is maintained by avoiding or escaping the tasks. Possible Replacement Behaviors: ▫More rewards for doing tasks ▫Asking for a break from tasks ▫Asking to do something other than the tasks ▫Requesting adult attention ▫Asking to have soda after tasks are done

17. Which of the Following are Appropriate Alternative/Replacement Behaviors? ▫Jason is nine and cries when asked to do difficult tasks. The crying is maintained by avoiding or escaping the tasks. Possible Replacement Behaviors: ▫More rewards for doing tasks ▫Asking for a break from tasks ▫Asking to do something other than the tasks ▫Requesting adult attention ▫Asking to have soda after tasks are done

18. Which of the Following are Appropriate Alternative/Replacement Behaviors? ▫Leslie is 12, has severe intellectual disabilities, does not use words, and hits her head. Head hitting is maintained by adult attention during work periods. Which is the best Replacement Behavior ▫hide under her desk and be ignored ▫sign for “more” to another student ▫take completed work up to show the teacher ▫move to sit by another student ▫engage in stereotypies

19. Which of the Following are Appropriate Alternative/Replacement Behaviors? ▫Leslie is 12, has severe intellectual disabilities, does not use words, and hits her head. Head hitting is maintained by adult attention during work periods. Which is the best Replacement Behavior ▫hide under her desk and be ignored ▫sign for “more” to another student ▫take completed work up to show the teacher ▫move to sit by another student ▫engage in sterotypies

20. Leading a Team from FBA to BSP 1. Summarize FBA 2. Define goals of BSP process:  Make problem behavior irrelevant  Make problem behavior inefficient  Make problem behavior ineffective  Do all this in a contextually appropriate manner 3. Lead discussion to identify options  Ask questions, don’t give solutions  Paraphrase, elaborate, integrate  Always bring group back to FBA logic  Produce multiple ideas (elements)

21. Make Problem Behavior Irrelevant Make Problem Behavior Inefficient Make Problem Behavior Ineffective And Positive Behavior More Effective Examples of Interventions

22. Leading a Team from FBA to BSP 4. Given an array of possible BSP elements, shift discussion to contextual fit. ▫What elements are feasible, acceptable, sustainable?’ ▫What is the smallest change that will produce the largest effect? Contextual Fit: ▫The extent to which the people who will implement a behavior support plan find the elements of the plan  Consistent with their personal values  Consistent with the professional skills  Consistent with the resources available in the setting  Consistent with the available administrative support

23. Leading a Team from FBA to BSP 5. Transform ideas for BSP elements into a formal plan for implementation ▫Who will do what, when, and how will we know?

24. On Mondays and/or when up all of the night before. Daily nongraded quiz on previous night’s homework Verbal protests, slump in chair, walks out of room. Avoids doing quiz & homework discussion. Do quiz without complaints. Discussion about answers & homework. Turn in with name & sit quietly w/o interrupting. Make problem behavior irrelevant. Make problem behavior irrelevant. Make problem behavior inefficient. Make problem behavior ineffective. Interventions Make desired behavior effective

25. On Mondays and/or when up all of the night before. Daily nongraded quiz on previous night’s homework Verbal protests, slump in chair, walks out of room. Avoids doing quiz & homework discussion. Do quiz without complaints. Discussion about answers & homework. Turn in with name & sit quietly w/o interrupting. Give time to review homework. Give quiet time before starting. Give easy “warm- up” task before doing quiz. Precorrect behavior options & consequences. Teach options to problem behavior: 1. Turn in blank 2. Turn in with name 3. Turn in with name & first item done. 4. Turn in with name & 50% completed. With first sign of problem behaviors, remove task, or request completion of task next period. Remove task based on step in task analysis (STO). Provide effective verbal praise & other reinforcers.

26. Set Up (description, strengths, vision ) Outline BSP TemplateutlineBSP Template Assessment (FBA, Person-Centered Plan, Wraparound)  Operational Descriptions, Routines, FA Hypotheses Prevention Teaching/Education Consequence Procedures  Minimize reward for problem behavior  Ensure regular, clear reward for positive behavior  Punishers (if needed) Define safety/emergency procedures (if needed) Evaluation and Monitoring for Improvement  Steps for implementation Outline of a Behavior Support Plan

27. Examples: Define (a) FBA summary statement (b) prevention strategy, (c) teaching, (d) extinction, (e) consequences, and (f) monitoring Emmit Eric Rayette ▫FACTSFACTS ▫Behavior Support PlanBehavior Support Plan

28. Summary Invest in building consensus around FBA summary statement. Recruit strategies that are local, practical, but still consistent with FBA…(Lead don’t tell). Recruit local knowledge Build efficient plans (the smallest changes that produce the largest effect) Ensure that the plan includes procedures for getting implementation to occur. Always include procedures for evaluation ▫Are we doing what we said we would do? ▫Is the process having an effect on the student?