Adapted from Sheldon Loman and others Basic FBA to BSP Using Functional Behavioral Assessment (FBA) to Develop Function-Based Behavior Support Plans (BSP) Adapted from Sheldon Loman and others Day One Amy
Learning Objectives Day One: Understand the concepts of “function” and “functional behavioral assessment” Consider how FBA/BSP fits within a multi-tiered system of supports Learn the FBA process and practice with selected student Day Two: Develop a BSP for selected student Plan for implementing FBA/BSP within your multi-tiered system Amy
Materials www.pbisvermont.org Introduction and Practice in Functional Behavior Assessment and Behavior Support Planning (FBA/BSP) From FBA to BSP Planning Workbook Introduce workbook and share the F-BSP Protocol Amy
Materials Functional (Behavioral Assessment) Behavior Support Plan (F-BSP) Protocol Interview tool for collecting information about problem behaviors For staff, parents, and students The F-BSP then leads the team to create a competing behavior pathway and behavior support plan See Handout Amy
Amy Remind participants that it is more time efficient to use the F-BSP at a team meeting rather than having to go to each teacher individually
What’s the function of this behavior? http://www.youtube.com/watch?v=hkKOqij_Tdw Amy
LiveSlide Site http://www.youtube.com/watch?v=hkKOqij_Tdw
Function-Based Approach Focuses on: Changing environmental factors instead of fixing the person. It’s about what we as adults will do differently! Amy
D.A.S.H. Define behavior in observable and measurable terms Ask about behavior by interviewing staff and student specify routines where & when behavior occurs summarize where, when, and why behavior occurs See the behavior observe the behavior during routines specified to verify summary from interviews Hypothesize a final summary of where, when, and why behaviors occur Amy
The Continuum of FBA FBA Thinking SIMPLE COMPLEX FOR WHAT BY WHOM On the spot decision-making about effective responses (i.e. consequences) to student’s challenging behaviors High frequency behaviors that are not dangerous or only mildly to moderately disruptive, may occur in only 1-2 settings Dangerous behaviors or highly disruptive behaviors that persistently occur in 3 or more school settings WHAT A way of thinking about why a student is engaging in a challenging behavior, and how you can respond in a way that will effectively reduce the behavior Relatively simple and efficient process to gather data to hypothesize about the function of behavior and use this information to guide behavior support planning Time-intensive process involving gathering information from multiple sources, a written FBA and BSP, emergency planning, family-centered planning, and collaboration with outside agencies BY WHOM You! Team of school-based personnel (ex: teachers, special educator, counselor, administrator, behavior support personnel) School-based team, including professionals trained to develop and implement intensive interventions for students with severe problem behaviors (i.e. behavior specialist) Amy
the Functional Approach Multi-Tiered System of Supports? How Does the Functional Approach Fit Into Your School’s Multi-Tiered System of Supports? Amy
Universal Think Functionally! Six Components of Universal Purpose Statement 3-5 Expectations System for Teaching Expectations System for Acknowledging Expectations System for Discouraging Problem Behavior Data-based Decision Making Think Functionally! Universal Amy Ask if ODRs have a place to ask what function of behavior may have been
Targeted Match interventions to the function of the behavior! Targeted Interventions Implement Universal with Fidelity Inventory Existing Targeted Practices Develop Intervention – ie. Check-in/Check-out Develop Data System to Support Targeted Interventions Match interventions to the function of the behavior! Targeted Amy
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 Amy This further shows which types of interventions are useful based on the motivation of behavior.
Intensive Create FBA/BSP INTENSIVE LEVEL Establish Intensive Team Establish SU Supports for the Intensive Level Establish SU and interagency Develop Capacity for Wraparound Supports Create FBA/BSP Intensive Amy Emphasize that the only difference b/w simple & complex FBA is the depth, but both can be completed by school staff at any level of your PBIS interventions. Should be completed by school staff who have the most intimate understanding of the student, school resources, community, school culture, and the person who will be implementing the plan.
FBA LOGIC MODEL Sheldon Loman, University of Oregon “Specialist” responsible for up to 25 FBAs in school of 500 Individualized Supports 5% of Students Designated staff conduct proactive simple FBA/BSP to prevent intensive problem behaviors, & decrease reliance on specialist. Secondary Group Supports 10-15% of Students Amy change language in red arrow: Ensure there is a place on the ODR to determine possible motivation of behavior All staff estimate the function of behavior on ODR forms School-wide Positive Behavioral Supports 80% of Students
Who is responsible for conducting FBA/BSPs in your school? How does someone access this FBA/BSP? Amy Discuss as a group
Requesting an 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 an FBA/BSP referral is necessary, based on data Amy Focus on system again and assessment team
ACTIVITY 1: Using the questions in the workbook, review/develop your school’s process for accessing an FBA/BSP Amy
D.A.S.H. Define behavior in observable and measurable terms Ask about behavior by interviewing staff and student specify routines where & when behavior occurs summarize where, when, and why behavior occurs See the behavior observe the behavior during routines specified to verify summary from interviews Hypothesize a final summary of where, when, and why behaviors occur Amy
Defining and Understanding Behavior Cortney
The ABC’s of Understanding Behavior A = Antecedent Find out the events that occur right before the behavior. When and Where? B = Behavior Find out What is the observable problem behavior C = Consequence Find out what happens after the behavior occurs. Why? Cortney
Always Start by Defining the Problem Behavior (ABC’s) 2 Antecedents/Triggers When _____happens…. 1 Behavior: the student does (what)__ 3 Consequence/Function ..and as a result ______ Cortney A = Antecedent Find out the events that occur right before the behavior. When and Where? B = Behavior Find out What is the observable problem behavior C = Consequence Find out what happens after the behavior occurs. Why? 23
Defining Observable Behaviors Definitions of behaviors need to be: *Observable: an action that can be seen *Measurable: can be counted or timed *Defined so clearly that a person unfamiliar with the student could recognize the behavior without any doubts! Cortney
Examples and Non-Examples NON-OBSERVABLE / MEASURABLE OBSERVABLE / MEASURABLE Disruptive behaviors Talks when teacher is lecturing, calling out in a loud voice, singing Off-task behaviors Draws pictures during group work time Angry, hostile Behaviors Throwing objects, kicking over chairs Inappropriate language Calls peers names Attention problems Tapping/drumming on desk, looking around the classroom Non-compliance Saying “no” after instructions. Engaged in any other behavior than the one that is directed Defiance Yells “No” or “You can’t make me” when given direction Cortney
Are these observable & measurable? Gets out of desk and hits other students Has separation anxiety (from parent) Spacey Reads 120 wpm Says she hears voices Emotionally disturbed Doesn’t like classmates Cortney
Defining Behavior Tips: 1) “What does the behavior look like?” Talking out: Any verbalization made by the student that was not initiated by the teacher and/or distracts others from the assigned tasks in the classroom 2) Provide Examples and Non-Examples of the Problem Behavior Examples of Talking Out: Answering a question the teacher asks of a different student Non-examples of Talking Out: Answering a question the teacher asks of the student Cortney
ACTIVITY 2: A) Using your workbook, provide an observable & measurable definition for each behavior B) Using your workbook, describe your student’s behavior. Review FBSP-Protocol, Step 1: Description of Behavior Cortney
D.A.S.H. Define behavior in observable and measurable terms Ask about behavior by interviewing staff and student specify routines where & when behavior occurs summarize where, when, and why behavior occurs See the behavior observe the behavior during routines specified to verify summary from interviews Hypothesize a final summary of where, when, and why behaviors occur Amy
Asking About When, Where, and Why the Behavior Occurs Amy
the student does (what)__ Once you have defined the problem behavior… THEN: Where & When does the behavior occur? 2 Antecedents/Triggers When _____happens…. 1 Behavior: the student does (what)__ 3 Consequence/Function ..and as a result ______ Amy A = Antecedent Find out the events that occur right before the behavior. When and Where? B = Behavior Find out What is the observable problem behavior C = Consequence Find out what happens after the behavior occurs. Why? 31
WHERE and WHEN Does the Problem Behavior Occur? WHERE = Routines where the problem behavior is most likely Examples: during math class, gym, lunch, recess WHEN = Specific events (or antecedents) within a routine that “trigger” the problem behavior Examples: when given double-digit addition, given directions Amy
Identifying Antecedent “Triggers” Identify the event, action, or object that occurs right before the problem behavior (When…) Signals the behavior “Sets it off” (trigger) Identify the ANTECEDENT in these examples: At the lunch table, when told to shut up by a peer, Ben hits the student In language arts class, when asked to read aloud in class, Tracy gets up and tells jokes During circle time, when praised, Jessie starts crying Amy
ACTIVITY 3: Using your workbook, identify the behavior and antecedent in the scenarios. Amy
Scenario #1 During passing period in the hallway before recess, when peers tease him about his walk, A.J. calls them names and hits them. Routine: “During __________________________” Passing Period before Recess Amy Antecedent Antecedent Behavior When… When… When… The student... The student... PEERS TEASE ABOUT HIS WALK CALLS NAMES & HITS 35
STARES & DOES NOT RESPOND TO DIRECTIONS Scenario #2 In math class, Bea stares off into space and does not respond to teacher directions when she is given a difficult math problem. Routine: “During________________” Math Class Amy Antecedent Behavior When… When… The student… GIVEN A DIFFICULT MATH PROBLEM STARES & DOES NOT RESPOND TO DIRECTIONS 36
Routines/Antecedents: the student does (what)__ Once you have defined the behavior (the What) & know Where & When the behavior occurs… Then: What is the CONSEQUENCE? (What happens after or as a result of the behavior?) 2 Routines/Antecedents: When _____happens…. 1 Behavior: the student does (what)__ 3 Consequence/Outcome ..and as a result ______ Cortney 37
Consequence: Determine What Happens Right After the Behavior It may help to think: “and as a result, _____________” Example (AntecedentBehaviorConsequence) During recess, when peers tease him, Ben hits his peers and they leave him alone. During reading, when asked to read aloud, Tracy tells jokes, the other students laugh, and she is sent to the office (missing the assignment) During circle time, when praised, Jessie starts crying, the teacher stops circle time, and comforts her Cortney
ACTIVITY 4: Using your workbook, identify the behavior, routine, antecedent, and consequence in the scenario #1 and scenario #2 Using your workbook, Identify the ABC’s of your student’s behavior. Also, review FBSP-Protocol, Step 1: Description of Antecedent and Consequences Cortney
Given double-digit math problems Throws pencil & rips paper Scenario #1 Joe throws his pencil and rips his paper during math whenever he is given double-digit math problems. This results in him getting sent to the office. Routine: “During ________________” Math class Antecedent/Trigger: When.. Behavior: Student does.. Consequence/Outcome: and as a result… Cortney Given double-digit math problems Throws pencil & rips paper Sent to the office
Consequence/Outcome: Scenario #2 Nancy cries during reading time when she is asked to work by herself. This results in the teacher sitting and reading with her. Routine: “During ________________” Reading Antecedent/Trigger: When… Behavior: Student does.. Consequence/Outcome: and as a result... Cortney Asked to work by herself The teacher sits & reads with her Cries
Once you have identified the ABC’s Then: You need to understand the FUNCTION or WHY the behavior occurs 2 Routines/Antecedents: When _____happens…. 1 Behavior: the student does (what)__ 3 Consequence/Outcome …and as a result ______ Function is _________ Cortney When understanding behavior, we want to learn what FUNCTION (or purpose) the behavior is serving for the student (what is the pay-off for the student or what maintains that behavior?) You need to understand from the student’s perspective… What are they getting (or trying to get) from engaging in this behavior What is the most important thing that the student wants to gain (or avoid) by using this behavior 42
Functions of Behavior Cortney
Why Function? There are four functions of behavior: Attention Tangibles Sensory Escape/avoidance Replacement behaviors must serve the same function as problem behavior We can’t change function, but we can change topography (what the behavior looks like) Cortney
Most Common Functions of Behavior To Avoid/ Escape: Difficult Task Boring Task Easy Task Physical demand Non-preferred activity Peer attention Staff attention Reprimands To Obtain/ Get : Peer attention Adult attention Desired activity Desired object/ items Sensory stimulation: auditory, tactile, etc. Cortney
Examples of Function in School Obtain/Get Reinforcers I yell and others look at me I fight and others listen to me I wander and people talk to me I hit in order to get toys from other kids Escape/Avoid Aversives I cry when work gets hard and the teacher tells me to take a time out I throw a book during math class and the teacher will remove me from class I stand out of the way during PE and the other game participants will avoid throwing me the ball. Cortney
Understanding FUNCTION: WHY? What maintains the behavior? 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 ________________ Consequence/Outcome: and as a result… __________ Therefore, the function of the behavior is to: get/avoid ____________ Antecedent/Trigger: When _________ Cortney Behavior: Student does _________
What is the Function of Jane’s Behavior? Jane, a fifth grade student, was referred for disruptive behavior to the student support team by her teacher, Mrs. O’Neil. After interviewing Mrs. O’Neil and conducting several observations of Jane in the classroom, the team determined that during transitions (from lunch, recess, dismissal) in the hallway when staff are present, she shouts profanities. Then, adults spend time talking with her about her behavior. Cortney
Jane’s Summary Statement Routine: During ________________ Transitions Antecedent/Trigger: When .. Behavior: Student.. Consequence/Outcome: and as a result... Therefore, the function of the behavior is to: get/avoid Shouts profanities Staff are present Adults talk to her Cortney Attention from Adults Adult attention is what maintains the behavior! 49
ACTIVITY 5: Using your workbook, identify the behavior, routine, antecedent, and consequence in scenario #1; and for your student – Scenario #2. Use this information to determine the most likely FUNCTION of the problem behavior Cortney
Scenario #1 When asked to sit with to his peers in morning circle, Mike pulls the hair of the girl sitting next to him. The teacher tells Mike to go back and sit at his desk. Routine: “During ________________ “ Morning Circle Consequence/Outcome: and as a result… Therefore, the function of the behavior is to: get/avoid Antecedent/Trigger: “When … Behavior: Student does… Cortney Sent to sit at desk Asked to sit with peers Pulls hair of girl next to him Sitting at morning circle
Cortney
Scenario #3 From the video you just watched on Shane …. Routine: “During ________________” Antecedent/Trigger: “When … Behavior: Student does.. Consequence/Outcome: and as a result… Therefore, the function of the behavior is to: get/avoid Cortney 53 53
Antecedents/ Triggers Consequence and Function After we defined the behavior (the What) & know Where & When & Why the behavior occurs… Then: We ask: Are there any events that happen outside of the routine that “SET UP” the behavior (make it more likely to occur)? Amy 4 Setting Events 2 Antecedents/ Triggers 1 Behavior 3 Consequence and Function 54
Setting Events Events, removed from the immediate situation, that have an impact on the student’s behavior Things that, when a trigger is present, increases the likelihood that the problem behavior will occur Examples: lack of sleep, illness, change in routines, trauma, argument at home the night before, bullying, etc. Amy
Antecedents vs. Setting Events Antecedents - occur immediately before and act as “triggers” for problem behavior Setting Events – indirectly “set-up” the problem behavior by temporarily altering the value of the consequence *Setting events can help us PREDICT that the problem behavior will occur Amy
Common Setting Events: Lack of sleep or food Having a fight on the way to school Bad grade on a test / reprimands Forgetting to take medication Substitute teacher / changes in routine Non-examples: Diagnosis of autism or ADHD “Bad” home life NOTE: Setting Events can be difficult to identify, are often unknown Amy 57 57
Setting Events: Example When peers approach Victor in the hallway and say, “Hello,” he yells, “Leave me alone!” and “Go away!” Peers say he is weird and walk away. This is most likely to happen on days that Victor has an argument with his sibling before school. What is the triggering antecedent? - Peers approach and say “hello” What is the setting event? - Argument with sibling before school Amy 58 58
ACTIVITY 6: Using your workbook, identify the following in the scenarios: * The triggering antecedent * The most likely FUNCTION of the problem behavior * The setting event Amy
Scenario #1 When Jason is asked to outline a book chapter in Language Arts, he often argues, refuses to work and uses profanity which results in being sent to the office for ‘disrespect’. This behavior is more likely if Jason has an altercation with a peer on the bus on the way to school. Routine: Language Arts Setting event Antecedent Behavior Consequence Amy Arguing with teacher, refusing to work, profanity Teacher sends him to the office Function: Peer altercation on bus on the way to school Asked to outline chapter Escape Task 60
Scenario #2 During story time when the teacher asks other students questions, Michelle blurts out responses or begins crying if she is not called on. When this happens, the educational assistant moves in closely and talks privately to Michelle in an effort to calm her. This is most likely to happen on days when Michelle has not had her medication. Routine: Story time Setting event Antecedent Behavior Consequence Amy Blurts out responses, cries EA talks privately with the student Function: Students does not take medication Other students asked to answer questions Adult Attention 61
D.A.S.H. Define behavior in observable and measurable terms Ask about behavior by interviewing staff and student specify routines where & when behavior occurs summarize where, when, and why behavior occurs See the behavior observe the behavior during routines specified to verify summary from interviews Hypothesize a final summary of where, when, and why behaviors occur Cortney
Seeing or observing the behavior to verify summary from interviews Cortney
ABC Observation Observe the student in the routines identified during the interview Confirm accuracy of summary of behavior from interview Identify antecedents and outcomes that the team may have overlooked Verify the function of the student’s behavior Develop the most accurate summary statement Cortney
The purpose of an observation is to confirm or verify the team’s summary If the team has high confidence in their summary, then they may decide that an observation is not necessary Cortney
A-B-C Chart for Behavior Student Name: _________________ Staff Name: _______________________ Date of Incident: _______________ Time of Incident: ___________________ What happened just before the behavior? Behavior What was student trying to get? What did staff (incl. you) do after? How did student respond? __ Teacher Attention __ Peer Attention __ Escape from Demand/Task __ Sensory Input __ Preferred Object/Activity Cortney
D.A.S.H. Define behavior in observable and measurable terms Ask about behavior by interviewing staff and student specify routines where & when behavior occurs summarize where, when, and why behavior occurs See the behavior observe the behavior during routines specified to verify summary from interviews Hypothesize a final summary of where, when, and why behaviors occur Cortney
Hypothesizing a final summary of where, when, and why behaviors occur Cortney
Anatomy of an Hypothesis Statement “During ___________________________________, (the routine or location) When _____________________________________, (summarize the antecedents here) he/she will __________________________________ (summarize the problem behavior here) in order to _____________________________.” (summarize the function here) This behavior is more likely to occur if ____________________. (summarize setting event here) Cortney
ACTIVITY 7: Using your workbook, Complete the behavior pathway for your student Create your hypothesis statement Cortney
Next Week: Competing Behavior Pathway Routine: Desi Desired Behavior Consequence/Function Setting Event Antecedent Problem Behavior Consequence/Function Cortney Alternative Behavior
Homework Gather more information on the student you’ve identified using the interview section of the F-BSP Protocol (ideally in a team meeting) Conduct observations to verify the information gathered thus far Working with others, confirm/finalize a hypothesis statement for your student Cortney
Questions? THANK YOU! www.pbisvermont.org Cortney