“Don’t Call The Neurosurgeon When You Only Need An Aspirin” Function Junction

We know that Problem Behavior: Hampers learning opportunities Decreases quality of life Results in exclusion Leads to increased involvement with social and judicial systems Impacts school completion

Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Federal Legislation--There is now an expectation that we address both academic and behavioral aspects of student performance

Legal Framework Discipline Procedures § Authority of school personnel. (b) General. (1) School personnel under this section may remove a child with a disability who violates a code of student conduct from his or her current placement (d)Services. (1) A child with a disability who is removed from the child’s current placement pursuant to paragraphs (c), or (g) of this section must— (ii) Receive, as appropriate, a functional behavioral assessment, and behavioral intervention services and modifications, that are designed to address the behavior violation so that it does not recur.

Legal Framework (continued) (f) Determination that behavior was a manifestation. If the LEA, the parent, and relevant members of the IEP Team make the determination that the conduct was a manifestation of the child’s disability, the IEP Team must-- (1) Either-– (i) Conduct a functional behavioral assessment, unless the LEA had conducted a functional behavioral assessment before the behavior that resulted in the change of placement occurred, and implement a behavioral intervention plan for the child; or (ii) If a behavioral intervention plan already has been developed, review the behavioral intervention plan, and modify it, as necessary, to address the behavior; and…

Legal Framework: IDEA 2004 Current Thinking Past Practice The Difference Antecedents are critical in changing behavior Focus: What can we actively do (teach/structure environment) to change the behavior? Consequences were attempted to be made so compelling that the student would stop a behavior Focus: What must the student do to avoid or to get something we provide? Consequence-based plans: For many students, neither a strong enough punishment nor a strong enough reinforcer can be found to change the behavior; Antecedent-based plans: Can result in changing environmental conditions and student skills for lasting change

Legal Framework: IDEA 2004 Current Thinking Past Practice The Difference Philosophy: Positive behavior needs to be taught (modeled, shaped, cued) in a supportive environment. Philosophy: Problem behavior needs to be controlled or eliminated. Positive behavior is to be expected regardless of the environment. Controlling behavior: Becoming increasingly more difficult in today’s classrooms; Teaching behavior: Has the potential for lasting change

“BEHAVIOR” related to academics It is common practice in education to: Assume student refuses to cooperate Assume student knows what is right and has been told often enough provide more negative consequences Withdraw student from normal social context Maintain student removal from normal context Assume student has “learned” lesson and will behave in future

Best Practices & I.D.E.A. In cases of a change in placement due to disciplinary action a functional behavioral assessment must be conducted to inform the development of a behavior intervention plan In the case of a child whose behavior impedes his or her learning or that of others, consider, when appropriate, strategies, including positive behavioral interventions, strategies, and supports to address that behavior

General guidelines about when to conduct FBA/BIPs When suspending a child with a disability from educational services Review the plan when a child with a BIP is again suspended Whenever behavior impedes student’s learning or that of others

But What About General Ed.? On a whole, general education students miss more instruction time for behavioral issues than special education students. Unnecessary referrals of students are made to special education with hope they will qualify for services and behavior interventions will occur.

Determining Need for FBA Examine behavior –Serious –Persistent –Chronic –Threat to safety of student or others Examine previous interventions –Evidence-based practices –Implemented with fidelity and integrity

Functional Behavioral Assessment (FBA) Definition: “A process whereby informed hypothesis statements are developed about relationships between events in the environment and the occurrence of a student’s challenging behavior.” Johnson & Dunlap, 1993

Define the Behavior Describe what the behavior ‘looks’ like –Use exact quotes –Describe body movements/gestures –Resist interpreting or embellishing –Use verbs, not adjectives Describe the sequence of events Explain what did or did not happen

Operationalize the Behavior Use terms that are –Measurable –Observable

Operational Definitions Describe only the behavior you observe Use no interpretations or embellishments Use verbs, not descriptive terms Use specific, non-evaluative descriptions

Operational Definitions Examples: VagueOperational -uncooperative-throwing materials -self-injurious-bangs head on wall -self-stimming-flapping hands -aggressive-hits others with his hands -disrespectful-calls others profane names -belligerent-responding with the following profanities when asked to complete a task:

Behavioral Complaints Typically Used in Education: Student won’t do his work Student doesn’t work to his potential Student is disruptive in class Student is attention seeking Student likes to make me angry

FUNCTIONAL BEHAVIOR ASSESSMENT Why? – The majority of student behavior is purposeful. – Behavior (appropriate and inappropriate) is related to the context(s) in which it occurs. – Behavior is influenced by past-to-present events. – Behavior serves a predictive function.

Why.. To acknowledge that the individual’s problem behavior is functional (see following slide) To understand the structure and function of the problem behavior to teach and promote effective alternatives To provide a process that eliminates “blame” on the individual, but rather examines the relationship between the individual and environment

What FBA is NOT: The form that goes with the BIP in the ARD What FBA IS: A process of determining why a student engages in challenging behavior and how the student’s behavior relates to the environment

Through this process, we can gather: Description of problem behavior Prediction of occurrence Identification of consequences maintaining problem behavior Development of hypotheses Data to support hypotheses

What FBA is NOT: Information gathered simply from the memory of event(s) What FBA IS: Data collected through direct observation across places, times, task and other demands, other persons present, changing conditions, etc.

The Function of Behavior Who What When Where Why So What?

Things to know before you start… Problem Behavior Serves a Purpose! COMMUNICATION!!! We can’t fix it until we know why it’s broken. One size does not fit all. No one gives up something for nothing.

Escape Unpleasant or difficult tasks Changes in routine or transitions Attention from certain people Corrective feedback

Acquire Assistance Social interaction Attention from peers and adults Sensory Stimulation

Functions for Most Problem Behaviors: Get peer attention Get adult attention Get reward or tangible item Gain access to preferred activity Get sensory stimulation Escape or delay a difficult task or non-preferred activity Escape or avoid a demanding situation

Internal/External Stimulus Automatic Reinforcement – The sound of your own voice – Butterflies in the stomach (thrill-seekers) – A sight, sound or feeling that is pleasing – Etc.

Tangibles Food Toys Money Special Events

Is an FBA justified? Before going to the process of an FBA…decide “who cares” – Is the behavior important to ME? – Or to the student(s)? – If it just bothers US…is it really justified?

Getting started… Data Gathering Tools – Interview/Questionnaires (i.e., Teacher/Student/Family) – Checklists Observation – A-B-C forms

PURPOSES FOR DATA COLLECTION: to determine current level of learning/behavior (baseline) to investigate learning/behavioral event (A-B-C) to measure progress toward learning/behavioral goals to guide “next steps” in programming (adjustments)

ABC Data ABC

Identifying Antecedents

Identifying Consequences Consequences BEHAVIOR Student given time-out Teacher gives praise/attention Student gets free time Teacher reprimands student Teacher redirects student Student gets good grade

Example

Analyze your data Identify – Patterns that emerge from information collected – Circumstances under which behavior is most and least likely to occur – Function(s) of behavior. – Broader variables that affect student’s behavior Summarize information in clear, concise, and accurate statements – Specific hypothesis – General hypothesis

Form a Hypothesis – under x conditions…. – the student does y…. – in order to z.

Under X Conditions – When Susan does not get what she verbally demands from her peers…. The student does Y – she screams and hits them…. To get Z – until they give in to her (e.g., give up toy)

Create a general hypothesis statement: Susan engages in aggression (hitting, etc.) to peers in order to get positive reinforcers (access to preferred activities, tangibles)

Test your hypothesis – Can I improve (or worsen) the behavior by changing one or more of the setting events, antecedents, and/or consequences of the behavior?

Make Recommendations select a replacement behavior. –Does the student have the academic skills necessary to achieve expected tasks? –Does the student have the skills necessary to perform expected, new behaviors? –Does the student have the skill, but, for some reason, not the desire to modify his or her behavior?

1.Summary of observations and data collected 2.Make recommendation that address function and needs of student 3.Develop behavior support plan with teachers/support staff

Goal replacement behavior(s) – Short-term objectives – Long-term objectives Teaching and reinforcing plan for student to reach the goal – What, who, when, how student will be taught and reinforced – How to eliminate current response to challenging behavior Environmental changes & supports Plan for evaluating success