1. Building Behavioral Expertise in Your School: Functional Behavior Assessment to Behavior Intervention Planning Laura A. Riffel, Ph.D.

2. Six Month Course October 15, 2015 November 10, 2015 December 8, 2015 January 12, 2016 February 9, 2016 March 8, 2016 Page

3. You will present a short synopsis each month You will want to: –Choose a student to collect data on –Choose a team at school to help you –Collect data –Enter into FBA Data Tool –Study results –Develop a Plan –Put info into PowerPoint (pseudonym only) (permission slip on page 4) Page

4. Multi-modal Plans We cannot just put one plan in place and expect it to work. It has to include three streams of implementation: –Antecedent manipulations –Behavioral replacements –Consequence modifications It has to be effective. We need to manage consequences to reinforce the desired behaviors and replacement skills we teach to the student. We need to withhold reinforcement following the target behavior. We need to use natural and least intrusive consequences that will address the function of the behavior. Page

5. Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Needs Tertiary Prevention: Specialized Individualized Systems for Students with High- Risk Needs Students will move up and down through services as needed Tiered Intervention Systems- A multi-level instructional framework aimed at improving outcomes for ALL students Page

6. Team Members –Parents –Teachers involved with the student –Educator with behavioral expertise –An administrative designee Also, the team might include any of the following people: –Student themselves –Therapists –Community support (social workers, probation officers, after school care) –Transportation provider –Relatives –Support teachers Page 3

7. Steps for Your First Behavior Support Team Meeting Strengths- put up on wall and leave up during meeting Needs- (academic and behavioral) Page 182 & 183 – blanks you can use Page 5

8. Student Strengths Social Strengths Academic Strengths Friendly Begins work right away Never absent Nice handwriting Nice smile Brings back homework Supportive family Asks questions when unclear Skylar ’ s Strengths: Page 5

9. Student Needs Social Needs Academic Needs Help in keeping friendships Help in comprehension for reading skills Help in keeping negative opinions to himself Help in calculations for multiplication skills at the two digit by two digit level Help in taking constructive feedback Help in writing a paragraph that stays on topic Help in inviting friends over to his house to play Help in transitioning quietly from one subject to the next Page 5

10. What are Antecedents? TransitionIllness Weather condition Task demand Presence of a certain peer or adult Time of day Day of week Perceived attention ProximityNoises SmellsSubjectsActivities Changes in schedule Emotional upset Physical pain EmbarrassedTiredFrustrationHungry An Antecedent can be a setting event, context, conditions, or direct trigger in the environment. It is something that comes before the behavior. Page 6

11. Setting Events These might be things we don’t see Page 6

12. Not enough sleep Here are some guidelines: 1-3 years old– 13-14 hrs a day 3-6 years old– 10.5-12 hrs a day 7-12—10-11 hrs a day 13-18– 8 ¼ -9 ½ hrs a day Page 6

13. Having a fight with parent Page 6

14. Talk to your neighbors- what are some other recent events In the near distant past that might affect behavior ? Page 6

15. Sometimes, we think we know

16. Defining Behavior Poor impulse control Angry, hostile, resentful Paying attention Stubborn Lying on the floor and refusing to move High pitched screams Hitting with fist Kicking over chairs Completing work crying Page 7

17. Consequence is fed by function What are they trying to get? –Attention Peers Adult –Access to preferred items –Sensory integration (input) What are they trying to escape? –Work/tasks/chores –People Adults Peers –Pain Emotional Physical –Sensory (overload) Page 8 and 9

18. Methods for Conducting FBA Indirect: Anecdotal Surveys Interviews Direct: Observational Data collection –ABC Data Collection –Minute by minute data –Frequency data –Duration data –Scatter plot –Interval time sample Page 9

19. How much data should you collect? –It depends on each unique situation Do you think there is a pattern to day of the week? –In that case you might want 10 days of data –Two Mondays, Two Tuesdays etc. Do you think it has to do with academic tasks? –You might get enough data in three days or five days –Good rule of thumb: You need at least ten incidents of each behavior to determine the function Page 9

20. Which data form will you use? High frequency behaviors: –Minute by Minute sheet –Frequency –Duration Page 10

21. Which data form will you use? Low frequency behaviors: –Antecedent, Behavior, Consequence Data sheets –Anecdotal notes Page 10

22. Which data form will you use? Disruptive behaviors: –FBA data tool Page 10

23. Meet Scout Scout is a sixth grade student in a K-6 grade school. She is with the same teacher all day and in a class of 25 students. The school has 476 students and is a neighborhood school. She has not been retained and is a “young” student in the class compared to her peers. Her older sisters are both in high school and are very athletic and popular with many friends. Scout tends to hang out with the sisters’ friends and rarely has friends her own age over to the house. Page 11 Page

24. Scout’s Strengths and Needs Social Strengths Academic Strengths Social NeedsAcademic Needs  Comfortable talking in front of the whole class  Great supportive family  Vocabulary is advanced for her age  Scout is very visual and can draw pictures better than anyone in the class  Scout always turns in her work  Scout has neat cursive handwriting  Scout is very comfortable with adults but needs to make friends with peers  Scout needs help with transitions  Scout needs to keep hands and feet to self  Scout needs help with reading comprehension  Scout needs help with reading fluency  Scout needs help in learning to ask for help Page 11

25. Scout- Scout is a sixth grade student with mild intellectual disabilities. Scout has two siblings who attend the nearby high school. Scout’s mother works full time and father frequently travels. He leaves on Sunday evening and returns on Friday afternoon. Scout’s behaviors at school are disruptive outbursts, physical aggression, and throwing objects. Mom reports Scout is disorganized at home and leaves her stuff laying all over the house. Mom says she is so disorganized they have three or four fights every morning. She says she has to drive Scout to school because she would make the whole bus late if they waited on Scout. Mom says Scout eats everything in sight when she gets home from school and fights with her sisters until her Mom gets home in the evening. Scout is included in the regular classroom with support provided by a co- teaching special education teacher who works with the regular classroom teacher. Page 11

26. Scout’s Behaviors Throwing objects means a physical object leaves Scout’s hands with purpose and lands at least 12 inches from her body Disruptive outburst means a loud verbal sound or word that comes from Scout and disturbs the learning environment Physical aggression means any part of Scout’s body comes in contact with another person with force (We would have labeled this horseplay because her physical contact was the Volkswagen Slug Bug tap) Page 12

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30. Page 14

32. Next Step Your data are collected and then one person enters this information into the FBA Data Tool The computer will tabulate this for us and make graphs. For this first time you are going to do it by hand so you see where the data come from.

33. Page

34. You have 10 days of data – Pages 15-20

35. Choose one person to be the reader The reader will flip between pages 15-20 and give information to the recorders. Recorders you will go to page 20 and start writing the information given to you. Page

36. Data Assessment Total Days of Data: 10 days Total Incidents: Count how many incidents occurred on those pages Average per day (b/a) __________________ Total number of minutes engaged in target behavior ____379 minutes_______ Average length of time for each behavior (D/B)_______________________ Percent of Day (D/total minutes for entire data collection) (420 minutes per day x 10 days) ____________________________________________________ 379/4200= Page 20

37. Data Assessment A. Total Days of Data:___ 10 ___________ B. Total Incidents: ______ 32 __________ C. Average per day (b/a) ______3.2 ________ D. Total number of minutes engaged in target behavior ____379 minutes_______ E. Average length of time for each behavior (D/B)____379/32=11.84 _____________ F.Percent of Day (D/total minutes for entire data collection) (420 minutes per day x 10 days) 9.02% Page 20

38. Behavior Assessment Your schedule would be tailored to your day. Page 21

39. Behavior Assessment Page

40. Behavior Assessment You might have 3 Mondays and 1 Friday or some other combination. You add up the total tallies and divide by the number of each day of the week that you collected data. For this example there are 2 of each. Page 21

41. Behavior Assessment Page 21

42. Behavior Assessment Page 22

43. Behavior Analysis 38 % Page 22

44. Behaviors Page 22

45. Behavior Analysis Not enough incidents to measure Page 22

46. Behavior Analysis Page 23

47. Behavior Assessment Page 23

48. So if you have a transition antecedent and a disruptive outburst you would mark it in the “A” row in the “B” column. Page 24

49. Behavior Assessment Page 24

50. Just like the last one. Graph row + column. Page 25

51. Behavior Assessment Page 25

52. Behavior Assessment Tally the consequence and the student reaction. Then divide the number of stopped by the total number of behaviors. Page

53. Behavior Assessment Page 25

54. What pattern do you see? Page 26

55. What pattern do you see? Page 26

56. What pattern do you see? Page 26

57. What pattern do you see? Page 27

58. What pattern do you see? Page 27

59. What patterns do you see? Page 28

60. Which consequences were most effective? Page 28

61. Summary Statement Page 28

62. Summary Statement Page 28

64. Three Strands Environmental Changes –Setting the student up for success Replacement Behavior Teaching –Teaching the what to do instead of what not to do Our Reactions –Feeding the replacement behavior and extinguishing the targeted behavior Page 29

65. To be a real intervention it has to: Stop the Behavior Be Proactive not Reactive Include Environmental Changes to set the student up for success Teach the child a replacement behavior Change the adult reaction to the behaviors Match the function of the behavior Write on the Bottom of Page 29

66. See how these fit into the strand: StrandEffectiveness Stop the behavior Did it stop the behavior- if no- look at step two Environmental Be proactive not reactive Was it proactive rather than reactive? This is part of the environmental change. Environmental Include an antecedent modification (a change in the environment) What did you do to change the environment? Behavior Teaching Include a replacement behavior (we can’t just say “stop that”- we have to tell them what to do instead) What replacement behavior did you teach them? Remember telling isn’t teaching and being told is not the same as being taught. Consequence Modification Include a consequence modification (We have to change how we react) Did you change how you reacted to the replacement behavior and to the target behavior? Consequence Modification It has to match the function of the behavior- we have to know why they are doing what they are doing. Do you really know why the student is doing what they are doing?

67. YOUR TOPIC GOES HERE What event or setting takes place prior to the target behavior? (Antecedent) What behavior are you targeting to change? (Behavior) What adult or peer behaviors are reinforcing this behavior? (negative or positive reinforcement) (Consequences) What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behavior unnecessary? What new behaviors might you teach to the student to replace the current target behaviors? How might you change the adult behavior regarding the original target behavior and the new replacement behaviors? What is the goal behavior? What adult or peer behaviors will “feed” this goal behavior? Competing Pathway Chart: Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole. Page

68. Start with the first behavior on your sheet. For this student it is disruptive outburst Page

69. Start with a simpler form Triggering AntecedentTarget BehaviorimpacT TransitionsDisruptive outburst Adult attention Environmental ChangesReplacement BehaviorAdult Modifications How would you set the student up for success knowing that transitions trigger this event? What would you teach Scout to do to replace the behaviors you are targeting? What would the adults do different to feed the replacement behavior and extinguish the target behavior? Page 29

70. Using the Antecedent, Contexts, time of day, and day of the week determine what you think the main trigger is for this behavior- For this student it was waiting or down time in class. Page

71. Next, we determine the maintaining consequence. What is feeding this behavior. For this student it is peer attention. Page

72. YOUR TOPIC GOES HERE When there is a transition Scout has a disruptive outburst To get adult attention What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behavior unnecessary? What new behaviors might you teach to the student to replace the current target behaviors? How might you change the adult behavior regarding the original target behavior and the new replacement behaviors? What is the goal behavior? What adult or peer behaviors will “feed” this goal behavior? Competing Pathway Chart: Pages 34-36 blanks for you to use Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole. You now have your summary statement- for this student it is: When there is down time in class, Peter has a verbal outburst, to get peer attention. Page

73. Start with a simpler form Triggering AntecedentTarget BehaviorimpacT TransitionsDisruptive outburst Adult attention Environmental ChangesReplacement BehaviorAdult Modifications How would you set the student up for success knowing that transitions trigger this event? What would you teach Scout to do to replace the behaviors you are targeting? What would the adults do different to feed the replacement behavior and extinguish the target behavior? Page 29

74. What event or setting takes place prior to the target behavior? (Antecedent) What behavior are you targeting to change? (Behavior) What adult or peer behaviors are reinforcing this behavior? (Negative or positive reinforcement) (Consequences) Make her Vanna White of the Daily Schedule. Mom works on organizing her exit from home. Check-in/Check-out with a preferred adult. Had her go to the office with a “message” or return a “book” to the library if it looked like she was on overload and needed attention. (Cued receivers) Writing on the board and announcing to the class the next activity. Secret signal if she wants the teacher’s attention. She’s getting pre-corrects of attention from the teacher prior to her Vanna White duties. Teacher gives a ton of attention for appropriate behavior. Teacher ignores burping. The minute she is quiet- she gets attention. If needed private conversation. 1 Be able to transition appropriately. Socially appropriate adult attention.

75. Start with a simpler form Triggering AntecedentTarget BehaviorimpacT New taskHorseplayEscape from task Environmental ChangesReplacement BehaviorAdult Modifications How would you set Scout up for success knowing a new task is the trigger? What would you teach Scout to do to replace the behaviors you are targeting? What would the adults do different to feed the replacement behavior and extinguish the target behavior? Page 30

76. What event or setting takes place prior to the target behavior? (Antecedent) What behavior are you targeting to change? (Behavior) What adult or peer behaviors are reinforcing this behavior? (Negative or positive reinforcement) (Consequences) Pre-teach her the upcoming lessons in the privacy of her check-in/check-out room. She will know the first thing the teacher is going to ask for her anticipatory set. Teach her to use her secret signal if she is stuck so she doesn’t resort to out of seat behavior. Keep some extra supplies over on a shelf and tell her if she is stuck to get up and go get one of those supplies. That will cue the teacher she needs help without disturbing the class. Give tons of attention for working on seatwork. If she does “hit”, she loses choice at recess. She still goes to recess, but she cannot play four square which is her favorite game. If she does work well, she can earn five free answers for the whole class on the assignment. 1 To attempt new tasks and to ask for help when she needs it. To take pride in her work.

77. Baseline and Intervention Data Baseline Intervention

78. Formula for Baseline- (I-B)/B= D*100 I ntervention Frequency = 3 times per day B aseline Frequency = 34 times per day 3-34= -31 -31/34=.91176.91*100= 91% D ecrease in Behavior Page 181

79. Download the FBA Data Tool http://tinyurl.com/2016BBE

80. Building Behavioral Expertise Entering Data

81. Ralph Cunningham Ralph’s Strengths: Ralph is a very good singer. He entertains his friends at home with his garage band. He can play keyboards and the guitar. Ralph cares for his baby sister in the evenings and is very good at entertaining her. His sister is three. Ralph is a very good illustrator for drawing comic strip type art. Ralph’s mother is very interested in helping her son. Page 39

82. Ralph’s Incentives- Ralph’s Incentives: Ralph would do just about anything to play “X” box at home. His mother frequently uses this incentive to get him to clean his room and help with chores around the house. Ralph loves to have peer attention and is not shy about being in front of a large crowd. Ralph has a pretty good relationship with Philip Quinn the vice principal. Mr. Quinn happens to be the administrator in charge of discipline and therefore is the one that Ralph reports to when he is sent to the office.

83. Behavior Definitions- Ralph’s Behaviors Verbal Outburst- Noises that Ralph makes that disturb the learning environment but are not cuss words. Example: He makes farting noises with his lips or sucks his teeth. It will be counted as one incident if there is not a period of silence for more than two minutes. In other words: if he burps the alphabet it will be counted as one behavior unless he gets to “M” and then waits three minutes before he continues with “N-O-P” and then it will be counted as a new behavior. Verbal Aggression: Noises or words said by Ralph that disturb the learning environment and consist of cuss words, words that belittle others, or inflammatory words that appear to be said to begin a fight. Examples are calling someone a racial slur, saying any cuss word (His favorite is the “F” word followed by a racial slur.) He also likes “Yo mamma is so fat…” and “Hey Lard Ass”. Physical Aggression: Any part of Ralph’s body comes in contact with another person with force. This is an automatic trip to the office according to school policy. Ralph will walk by someone and shove them enough to be seen as physical aggression but not enough to be kicked out of school according to the zero tolerance policy in force with the school.

84. Ralph Needs Ralph needs to connect with an adult male for positive reinforcement Ralph needs to learn to control his impulsive thoughts Ralph needs to learn to control his impulsive actions

85. Click on Demographics

86. Enter your identifying information here Then click this

88. Put in the time you will begin data collection & the date & school year Then click this

90. Change the criteria to match your student’s setting, event, behavior and consequence It will open to default ideas

91. Then you would click this

92. After the team has collected data- click Calendar and start entering data.

94. Page 36-38

95. Make sure you have green checks by each of the ten days of data.

96. Add the data for pages 36-38 Then take a break- we’ll start back once everyone gets all their data input into the program. You can begin thinking about who you’d like to collect data on for your data collection in December.

97. After you have entered all your data- click “Report” and you will get all the graphs.

98. We look at the behavior in conjunction with the time of day that it occurs- were there patterns to time of day? If there ere- what is that telling us?

99. We look at day of the week data – if we collected enough days of data. We look at the percent of time each behavior occurred. BASELINE DATA

100. Did staff behavior stop student behavior? What context showed up the most with each behavior?

101. What antecedents paired up with each behavior? This helps you be proactive in your planning.

102. What consequences paired up with each behavior- this helps you determine what the functioning reinforcer was behind the behavior. Secondly, how effective was the consequence that occurred at stopping the behavior right away?

103. Want to take your graphs and put them in a report? Click above this icon in the lower left hand corner and type the word snipping tool You’ll get a pop-up that will let you outline anything you want to cut and paste and put into a PowerPoint or Word document. You can save it as a picture and then insert it. – That’s how I made this PowerPoint

104. Triggering AntecedentTarget BehaviorimpacT Waiting/Down Time in History Class Verbal Outburst Peer Attention Environmental ChangeReplacement BehaviorAdult Modifications Above- how would you set up the student for success knowing wait time or down time is triggering this event? Above- What would you teach Scout to do to replace the behaviors you are targeting? Above- What would the adults do different to feed the replacement behavior and extinguish the target behavior?

106. Do the same thing for: Verbal Aggression Physical Aggression You can work in pairs

107. To Be a Real Intervention it has to do the following: Stop the behavior Be proactive- not reactive Match the function of the behavior Include a replacement behavior Include antecedent manipulations Include consequence modifications

109. First Assignment Choose a student with mild behaviors for your first –Read directions on pages 46-47 –All tools will be on your page on www.behaviordoctor.org www.behaviordoctor.org Under Training Six Month Class Pages 46 and 47