Primer on Function-based Support: From Function to Plan George Sugai November Center on PBIS University of CT

Purpose Provide an overview of essential practices and systems for supporting accurate and sustained use of a function-based approach to individual student behavior support.

Behavior Support Elements Problem Behavior Functional Assessment Intervention & Support Plan Fidelity of Implementation Impact on Behavior & Lifestyle *Response class *Routine analysis *Hypothesis statement *Alternative behaviors *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions *Implementation support *Data plan *Continuous improvement *Sustainability plan Team-based Behavior competence

6 Sections 1. Foundations of SWPBS 2. Basic Function-based Behavior Support 3. Routine Analysis 4. FBA: Competing Path Analysis 5. Function-based Behavior Intervention Planning 5. Consultation Example

1. Foundations

1. Foundations – cont.

Only 2 Basic Functions Pos Reinf Neg Reinf Existing aversive condition identified

2. Basics

2. Basics – cont.

Why do FBA? Understand factors that contribute to occurrences of PB Antecedent stimuli Consequence stimuli Improve quality of BIP Better alternatives Remove triggers & maintainers of PB Add triggers & maintainers of SS

What is FBA? Systematic problem solving process for Developing statements about factors that contribute to occurrences of PB Serving as bases for developing high quality of BIP

What is “behavior function?” Function = maintaining factors 2 basic functions Positive reinforcement (get/access) Negative reinforcement (escape/avoide)

Ingram, Lewis-Palmer, & Sugai, 2005

What is “response class?” Set of topographically different behaviors having same function Development of BIP based on RC Teaching more contextually appropriate behaviors from same RC as PB

Escape difficult task request HitSpitRunawayYell…. Obtain adult attention CryHitWhine Raise hand Spit…

Escape difficult task request HitSpitRunawayYell…. Obtain adult attention CryHitWhine Raise hand Spit…

3. How do I know if FBA has been done? 1. Clear & measurable definition of problem behaviors. 2. Complete testable hypothesis or summary statement 3. Data (direct observation) to confirm testable hypothesis. 4. Behavior intervention plan based on testable hypothesis

FBA LEVELS 1.Informal  Archival Review  Problem Solving Meeting 2. Indirect  Checklist  FA Interview  Routine Analysis 3. Direct Observation  A-B-C  Structured, Planned Observation 4. Planned Manipulation  Experimental or Functional Analysis MORE INFORMAL EASIER SIMPLE INDIRECT MORE DIRECT COMPLICATED DIFFICULT FORMAL

What is “testable hypothesis?” Probability statement about behavior occurrences Triggering antecedents Maintaining consequences Elements of TE used to develop BIP

Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior Testable Hypothesis “Basic Unit” Following events that maintain behaviors of concern (function) Preceding events that trigger or occasion Set of related behaviors of concern (RC) Infrequent events that affect value of maint. conseq. “Best guess” about behavior & conditions under which it is observed Represents basic working unit of FBA Directly guides development of BIP

3. Routine Analysis Student _________________________________________ Date _________________ Person(s) Completing Assessment ____________________________________________ What skills/strengths does student display during transitions, typical activities and routines, etc.? What do typical problem behaviors look like during transitions, typical activities and routines, etc.? (1) (2) (3)

3. Routine Analysis – cont.

Functional Assessment Checklist for Teachers “FACTS” STEP 1: Student/ Grade: _____Clarence/5th grade_____Date: ____January 11___________ Interviewer: ___________Sugai________Respondent(s): ____Thomas_____ STEP 2: Student Profile: Please identify at least three strengths or contributions the student brings to school. C. has leadership potential. Peers listened to him, and he can be very convincing and sincere. He’s academically competent and seems to be moving smoothly and successfully through the school curriculum. STEP 3: Problem Behavior(s): Identify problem behaviors ___Tardy_X Fight/physical Aggression ___ Disruptive___ Theft___ UnresponsiveX Inappropriate Language_X__ Insubordination___ Vandalism___ Withdrawn_X__ Verbal Harassment____Work not done___ Other __________ ____X _ Verbally Inappropriate___ Self-injury Describe problem behavior:C. may have one of the shortest fuses I’ve seen. One little tease by a peer, and he quickly and predictably escalates through a behavioral sequence that begins with passive in subordination (non response), moves to a mild protest, shifts to harassment and name calling, increases to property damage and even to physical aggression. Its interesting that he seems to “enjoy” the reactions he gets from peers that he aggresses toward, and from peers who look up to him for his aggressiveness.

STEP 4: Routine Analysis Schedule (Times) ActivityLikelihood of Problem BehaviorSpecific Problem Behavior 8:00Waiting to enter building Low High See escalation described above 8:15Advisory & Planning Mostly teasing and touching property of others. Doesn’t escalate much further 9:15Language Arts Occasional name calling/teasing 10:15Recess See escalation described above 11:30Math Occasional teasing 12:00Lunch See escalation described above 12:35Earth Science Minor verbal harassment 1:15Art or Phy Ed See escalation described above 2:00Reading Rarely a problem 2:50Waiting for bus See escalation described above

Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior Desired Alternative Acceptable Alternative Typical Consequence Summary Statement

Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior Lack of peer contact in 30 minutes. Do difficult math assignment. Noncompliance, profanity, physical aggression, Avoid task, remove from class. Desired Alternative Typical Consequence Points, grades, questions, more work. Do work w/o complaints. Summary Statement Acceptable Alternative Ask for break, ask for help. Why is function important? Because consequences compete!! Function

Fundamental Rule! “You should not propose to reduce a problem behavior without also identifying alternative, desired behaviors person should perform instead of problem behavior” O’Neill et al., 1997, p. 71 “You should not propose to reduce a problem behavior without also identifying alternative, desired behaviors person should perform instead of problem behavior” O’Neill et al., 1997, p. 71

Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior Lack of peer contact in 30 minutes. Do difficult math assignment. Noncompliance, profanity, physical aggression, Avoid task, remove from class. Desired Alternative Typical Consequence Points, grades, questions, more work. Do work w/o complaints. Summary Statement Acceptable Alternative Ask for break, ask for help. Function

Setting Event Manipulations Antecedent Manipulations Consequence Manipulations Behavior Manipulations Teach options to problem behavior: 1. Ask for break 2. Ask for help 3. Turn in assignment as is. Teach missing math skills Arrange for peer interaction before math class Provide positive adult contact Sit with preferred peer Introduce review type problem before difficult tasks Remind of alternative behaviors Do first problem together Immediately reinforce entering class. Provide reinforcer w/in 1 min. of starting task (3 min., 5 min., 10 minutes) Give break & help Sit with preferred peer when done

Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior Rides city bus Teacher corrects peers Profanity Verbal protests Teacher attention Desired Alternative Typical Consequence Delayed teacher attention. Ignore & problem solve later Summary Statement Acceptable Alternative Discuss in private Function

Setting Event Manipulations Antecedent Manipulations Consequence Manipulations Behavior Manipulations Teach J. how, when, & where to express verbal protest, & how to walk away from problem situations in transitions. On days city bus ridden, check in with counselor to review days schedule & walk with counselor to classroom Give >3 positive acknow- ledgements per min. to peers during transitions. Give private & quiet corrections to peers. Remind J. of acceptable & desired replacement behaviors When J. engages in problem behavior immediately disengage from him, & engage peers. When J. engages in replacement behaviors provide adult attention (discussion)

6. Consultation Example Request: “We have a child in our preschool with Downs Syndrome. He enjoys hitting and pushing peers - he does it across multiple environments and he does it almost looking for a reaction. He has the language to interact in a more 'appropriate' way so it isn't his only option for engaging with peers. He pushes hard enough to knock kids over. All things have been tried - the time outs that shouldn't be used are being tried as a last resort, but we have also tried substituting a more appropriate behavior 'give Jane a high five', noticing non- pushing and hitting times, rewarding with 'prizes' for short periods of non-aggressive behaviors, we have up picture schedules and picture cues of positive interactions with friends, we are using social stories about the good things we do with our hands and positive ways of interacting - we have tried many things, but still if there is an opportunity to push or hit and he does it. Can you point me in the right direction of addressing this problem using the framework.”

George’s Response: “Sounds like you've been doing what needs to be considered/done. Given that I'm outsider not knowing all the specifics, please consider the following as possibilities.....I might have your team consider the following: First, focus on (a) increasing adult active supervision (i.e., proximity, scanning, interactions) and (b) identifying the 4 or 5 times, places, etc. where the problem has been occurring most often (e.g., independent play, small group, waiting for snack). Second and then do more of the following: 1.It does sound like his hitting/pushing are attention (reaction) maintained (especially peers), and I'd build all my strategies around that hypothesis. 2.You are smart to focus on teaching alternatives, especially those that also get him lots of peer attention (i.e., same thing that maintains problem behavior). I would be sure to continue and keep his reward/reinforcer schedule rich and frequent for two kinds of appropriate behaviors: (a) general appropriate (e.g., good hands, following directions, etc.) and if possible have peers deliver or co-deliver with adults and (b) specific alternatives behaviors that result in peer attention (e.g., say hello, give xxx this). Use access-to-peers as often as possible as a reinforcer (e.g., "nice job, you can visit with XX for 2 minutes" "you worked hard by yourself, you can pick a friend to XXX")

3.Consider upping the big peer attention reinforcer for an accumulation of X number of small appropriate peer contacts. For example, "when you do 5 of these appropriately, you can play with XXX for 5 minutes.” 4.Consider increasing his opportunities to play with peers when he's being appropriate. Also identify early signs that an inappropriate hit/push is likely (e.g., out of seat, increase voice level, verbal noncompliance), and as soon as they are observed, remove peers for brief period of time. When he is calmed, he can return and be sure that he gets some form of immediate peer attention. 5.Teach and practice ways he can get peer attention, and be sure that he gets it when he uses those behaviors (e.g., "Can I play with XXX?" "I want to visit with XXX?"). The above require consistent applications/supervision, which might be difficult all day....so, focus on those 4-5 high priority times. Well....there are my ideas. You should be cautious with them because I don't know all the specifics (i.e., I'm guessing based on what you've described). The most important action is to work these and other strategies through with the team of individuals who are working with the kid, and keep the idea prominent that his problem behaviors seem to be maintained by access to peer attention, maybe under conditions of not having much peer contact. In addition, create as many opportunities for him to experience access to peer attention for engaging in appropriate peer-access behavior. Food for thought....hope they are helpful. George”