Building Function-based Behavior Support Plans Rob Horner University of Oregon

Goals/ Objectives Define features of an effective behavior support plan Define process for using competing behavior pathway to identify elements of a behavior support plan Define “Alternative Behavior” Team process for problem solving Define process for monitoring and adapting implementation of a behavior support plan.

Effective Behavior Support Plans FBA presented in a Competing Behavior Pathway Elements of a Support Plan Prevention (change context) Teaching Alt/Desired Behavior Reward system for desired behavior Extinction system for problem behavior Plan for implementation who will do what? Plan for monitoring Fidelity and impact Adaptation process Use Science to: Guide selection of locally relevant and practical procedures NOT to select a pre-defined “package”

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 behaviors ARE rewarded

Team Process Agree on hypothesis Build competing behavior pathway Discuss how to prevent problem situations (schedule, staffing, curriculum) Select an “alternative behavior” if appropriate Define how to each “alternative behavior” and/or “desired behavior” Select consequences (personal, age-appropriate, practical) Reward Extinction Safety Consider contextual fit Define implementation plan Define evaluation and adaptation plan

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

Competing Behavior Pathway Make the problem behavior irrelevant ---------------------------------- Remove antecedents that trigger the problem behavior, Change schedule, tasks, transitions Make the problem behavior in efficient ----------------- Teach a better alternative Teach Desired Behavior Make the problem behavior ineffective ------------------------- Elevate reward for Alternative and Desired Behavior Eliminate rewards for Problem Behavior

This is what we want… Desired Behavior Problem Behavior Natural Consequence Targeted Routine__________ Setting Event Antecedent Problem Behavior Maintaining Consequence Alternative Behavior 9

Why the Alternative/Replacement Behavior? 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 1. This is what we’re asking the student to do. Nadia Success, teacher acknowledgment Complete math assignment Routine: Language Arts Prior instructional failure Given double-digit addition problems Crying, pushing papers off desk Sent to hall to ‘calm down’ Function: escape task Raise hand & ask for break 2. This is what the student is currently obtaining. 5. So… in the meantime we use the Alternative behavior 10

Understanding Alternative/ Replacement Behaviors Alternative/ Replacement Behaviors are: an immediate attempt to reduce disruption & potentially dangerous behavior in the classroom designed to actively begin breaking the student’s habit of using problem behavior to meet their needs, by replacing it with a more acceptable Replacement behavior 11

Essential Characteristics of a Alternative/ Replacement Behavior An appropriate Alt/ Replacement Behavior: Serves the same function as the problem behavior Is easier to do and more efficient than the problem behavior Replacement Behaviors require less physical effort & provide quicker, more reliable access to desired outcome/response than problem behavior Is socially acceptable 12

Which of the Following are Appropriate Alternative/ Replacement Behaviors? Leslie is 12, has severe intellectual disabilities, does not use words, and screams during independent work times in the Life Skills classroom. Screaming is maintained by adult attention. Which is the best Replacement Behavior Put head down on her desk and sit quietly Sign “more” to another student Take completed work up to show the teacher Move to sit by another student Use picture communication system to request teacher help 1. Serve same Function? Does it provide adult attn? 2. Is Behavior easier to do than problem behavior? 3. Is Behavior Socially Acceptable? 13

Which of the Following are Appropriate Replacement Behaviors? Jason is nine and cries when asked to do difficult tasks. The crying is maintained by avoiding or escaping difficult tasks. Possible Replacement Behaviors: More rewards for doing tasks Ask for an easier task/ worksheet Ask to play w/ his Gameboy Appropriately request adult attention Ask to have soda after tasks are done 2. Is behavior easier to do than problem behavior? 1. Serve same Function? Does it provide escape from difficult task? 3. Is Behavior socially acceptable? 14

Competing Behavior Pathway: Replacement Behavior Example: Jason (from previous example) Antecedent Problem Behavior Consequence Asked to do difficult tasks Avoid/Escape Difficult Task Crying Asking for an easier task/ worksheet NOTE: This antecedent is not specific enough 15

Your Turn Use your target person: Build competing behavior pathway…

Application Use YOUR hypothesis statement Select a “replacement behavior” Socially acceptable More efficient than problem behavior Results in same reinforcer as problem behavior Select “desired behavior” and current consequence Build top section of Competing Behavior Pathway.

Developing Function-Based Interventions

Competing Behavior Pathway Make the problem behavior irrelevant ---------------------------------- Remove antecedents that trigger the problem behavior, Change schedule, tasks, transitions Make the problem behavior in efficient ----------------- Teach a better alternative Teach Desired Behavior Make the problem behavior ineffective ------------------------- Elevate reward for Alternative and Desired Behavior Eliminate rewards for Problem Behavior

Begin with Prevention

Critical Features of BSP Replace problem behavior by Teaching a socially acceptable, efficient behavior that allows student to obtain the pay-off/function Prevent problem behaviors by directly addressing triggers & prompting replacement behaviors based on the function of behavior Reinforce replacement & desired behaviors based on function/pay off for the student Redirect problem behaviors by quickly & effectively redirecting student to replacement behavior Minimize Reinforcement by ensuring that problem behaviors do NOT pay off for the student (i.e. does not result in the function of behavior)

Prevention Strategies: Prompting the Replacement/Desired Behavior After the Replacement behavior has been taught, Prompts and Pre-corrections are used to support and help remind the student to use Replacement/desired behavior. Example: Pam’s problem behavior is maintained by escape from difficult math assignments. When handing out assignments, Pam’s teacher will remind her that she can raise her hand and request an easier task (Replacement behavior). Pam’s math assignments will include specific visual prompts to help her successfully complete the tasks (desired behavior).

Selecting Prevention Strategies: Modifying the 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

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?

Antecedent interventions must address the function the problem behavior serves 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). 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

Teaching Alternative / Replacement Behavior Teach Desired Behavior

Teach what to do AND when to do it. NOTE: In most cases the student already can DO the alternative/replacement behavior, but does not know WHEN to do it. Teach what to do AND when to do it. Teaching Behavior Teaching Identify skill(s) to teach Dual focus when teaching behavior Replacement Behavior Desired Behavior ALWAYS START with the Replacement Behavior -FIRST - Teach the Replacement behavior you identified in Competing Behavior Pathway -Teaching = Review & practice regularly -THEN – teach the Desired Behavior -this may be something to focus on immediately, or only after the student is fluent with the Replacement behavior

Teaching Behavior Don’t assume student already has Replacement Behavior in their skill set Develop an observable definition of behavior Identify examples & non-examples Model/ Lead/ Test Schedule Review & Practice of Skill/ Behavior Regularly

Critical Features of BSP Replace problem behavior by Teaching a socially acceptable, efficient behavior that allows student to obtain the pay-off/function Prevent problem behaviors by directly addressing triggers & prompting replacement behaviors based on the function of behavior Reinforce replacement & desired behaviors based on function/pay off for the student Redirect problem behaviors by quickly & effectively redirecting student to replacement behavior Minimize Reinforcement by ensuring that problem behaviors do NOT pay off for the student (i.e. does not result in the function of behavior)

Reinforce Positive Behavior Reinforcement should focus on 2 different sets of behaviors  Alternative/Replacement Behaviors & Desired Behaviors

1. Reinforce the Replacement Behavior When the student engages in the replacement behavior, quickly provide the student with an outcome that matches the outcome/ function of the problem behavior E.g. if student raises hand to request an easier, substitute assignment; in order to escape difficult tasks  then quickly provide the student with the easier assignment

2. Reinforce Desired Behaviors Reinforce the Desired Behavior(s), or approximations of the desired behavior The ultimate plan is to have the student move beyond the replacement behavior to using the desired behavior Reinforcing this progression should start from the beginning of the intervention

Considerations for Reinforcing Desired Behavior C. The reinforcer must be valued by the student The function of behavior is a good place to start when identifying valued reinforcers e.g. If the function of behavior is to Gain Peer Attention, the reinforcer should give access to Peer Attention e.g. if the function of behavior is to Avoid Difficult Task the reinforcer could be a “Free Homework Pass”

Problem Behavior Pre-empt and redirect to correct behavior Minimize reward for problem behavior Use negative consequences only if necessary (e.g. reprimand) Safety

Your Turn Define an example of a problem behavior, the maintaining consequence, and a response that will be effective. For your example… define how you might prevent inadvertent reinforcement of the problem behavior.

Behavior Support Planning Identify a range of interventions that address prevention (A), teaching (B) & consequences (C) You may not use them all, but it is good to identify multiple interventions options across A, B & C

One Support Plan Format Competing Behavior Pathway Support Plan Options Specific Support Plan Elements Prevention Teaching Rewards Extinction (of problem behavior) Correction Safety Implementation Plan Evaluation Plan

Corrections/ Punishment Implementation Plan Action Who By When Prevention Teaching Reward Extinction/ Correction Safety Evaluation/ Data Corrections/ Punishment Safety Implementation Plan Evaluation

Evaluation Monitor impact on student Monitor fidelity of implementation ISIS-SWIS as one example

Fidelity of implementation and impact on student outcomes? Your Turn Use the Behavior Support Template to propose options for intervention with your target person. Prevention Teaching Enhance rewards Extinction/Correction Safety (if needed) How might you assess Fidelity of implementation and impact on student outcomes?

Summary Behavior Support Plans Technical Adequacy Contextual Fit Guided by FBA Prevent, Teach, Reward, Extinction, Safety Implementation plan Evaluation plan Technical Adequacy Function-based, Comprehensive Contextual Fit Values, skills, administrative support, resources