1. Function-based Behavior Support at the Team, School and District Levels
Rob Horner, George Sugai and Celeste Dickey
University of Oregon and Bethel School District

2. Questions Next Meeting Dates? Please review the “Team Checklist”
March 28, 30
Please review the “Team Checklist”
How do we put SWIS data into AIERES?
S-DEX

3. Please provide an example of a teaching plan

4. Goals Define the concept of “behavioral function”
Identify how this concept improves:
School-wide behavior support
Targeted behavior support
Individual behavior support

5. Basic Messages Behavioral Function
The consequence that maintains a behavior.
Obtain/Get positive (events, objects, activities, sensations)
Avoid/Escape negative (events, objects, activities, sensations)
The effectiveness and efficiency of behavior support is improved with knowledge of behavioral function.
Developing support without regard for behavioral functional will result in plans that are as likely to make problem behavior WORSE as to produce improvement.

6. Defining Behavioral Function
Define the behavior
Be specific, and operational (what you can count)
Define the routine/context
Place the behavior in a context.
In that context, that behavior, by that student is most likely maintained by ????
Focus on the single most controlling consequence
Use three-step logic model

7. Identifying Behavioral Function: Maintaining Consequences
Given a Problem Behavior and Routine
Get: Object, Activity, Sensation
Avoid: Object, Activity, Sensation
Object/
Activity
Social
Object/
Activity
Physiological
Social
Physiological
Precise
Event
Precise
Event
Precise
Event
Precise
Event
Precise
Event
Precise
Event

8. Video Define Behavior Define Context/ Routine
Define behavioral function
Get/Obtain vs Escape/Avoid
Social/Object/Activity/Sensation?
Specific Event

9. Using Behavioral Function
School-wide Prevention
Targeted Interventions
Individual Student Interventions
Functional Behavioral Assessment

10. Functional Behavioral Assessment: Defined
Functional behavioral assessment is a process for identifying (a) observable problem behaviors, (b) the contexts or routines where the problem behaviors are most likely, (c) the specific antecedent events within a context or routine that reliably predict occurrence of problem behaviors, and (d) the consequences that appear to maintain the problem behavior.

11. Functional Behavioral Assessment: Purpose
The primary purpose of a functional behavioral assessment is to improve the effectiveness and efficiency of a behavior intervention plan.
An FBA that does not affect the content of a BIP is not useful.

12. Behavioral Function: An integrating model

13. Behavior Support Elements
Bennazi
Ingram
*Team
*Specialist
Problem Behavior
*Hypothesis statement
*Competing Behavior Analysis
*Technical Adequacy of Plan
Functional Assessment
*Implementation Plan
* Contextual Fit
Content of Support Plan
Fidelity of Implementation
*Monitor, Adapt
*Person-centered planning
* Wraparound
Impact on Behavior and Lifestyle

14. BSP Template
Charles

15. Summary
Focusing on the “behavioral function” of problem behavior places the challenge in the context rather than the student.
Behavioral function affects how we organize support at all levels of SWPBS.