1. Behavior & Classroom Management
Week 9 – Function-Based Interventions; Introduction to BSP
J Geurts, M.S. Special Education
Portland State University
Adapted from slides by Chris Borgmeier

2. Proactive v. Reactive - REVIEW PBS v. Aversive approach

3. PBS v. Aversive Model (ABC)
PBS (Positive Behavior Support) – Proactive
Interventions to prevent problem behavior
Explicitly Teach Alternate and Desired behavior
Reinforcement of Alternate and Desired behavior
Traditional Aversive/Punitive Model - Reactive approach
Limited focus on Antecedent Interventions
Little focus on teaching behavior
Emphasis on punitive response to problem behavior

4. Competencies Standard 5: Learning Environments/Social Interactions ***
Council for Exceptional Children: Initial Special Education Teachers of Individuals with Exceptional Learning Needs with Emotional and Behavior Disorders
Standard 5: Learning Environments/Social Interactions ***
Modify the learning environment to manage behavior
Use effective and varied behavior management strategies
Standard 7: Instructional Planning ***
Prepare individuals to exhibit self-enhancing behavior in response to societal attitudes and actions
Plan and implement individualized reinforcement systems and environmental modifications at the levels equal to the intensity of the behavior

5. Traditional / Punitive ApproachB C
Traditional Aversive Model - Reactive approach
No intervention: repeatedly ask student to do problem on board; “should be able to do it just like everyone else”
No focus on teaching: student “would have learned it if he was paying attention in class or tried harder”
Find punitive response: send student to hallway, Behavior Intervention Center, or office
Student Situation & what the student has learned
Asked to do math problem at the board, in front of the whole class
1st time…tried to do the problem and struggled
Peers laughed and said “that one’s easy”.
Ever since…student refuses loudly and/or is silly at the board
Teacher sends student out & calls on someone else to do the problem.

6. PBS Approach (ABC) A B C Set up Success:
PBS (Positive Behavior Support) – Proactive approach
Set up Success:
Provide problem in advance (and help if needed)
Tell student when they’ll be called up
Teach & Practice:
How to politely request a “pass”
Math skills needed to tackle that problem
Reinforce student for
Politely requesting a “pass”.
Attempting the math problem (at desk or at board)
Student Situation & what the student has learned
Asked to do math problem at the board, in front of the whole class
1st time…tried to do the problem and struggled
Peers laughed and said “that one’s easy”.
Ever since…student refuses loudly and/or is silly at the board
Teacher sends student out & calls on someone else to do the problem.

7. PBS v. Aversive Model (ABC)
PBS (Positive Behavior Support) – Proactive
Interventions to prevent problem behavior
Explicitly Teach Alternate and Desired behavior
Reinforcement of Alternate and Desired behavior
Traditional Aversive/Punitive Model - Reactive approach
Limited focus on Antecedent Interventions
Little focus on teaching behavior
Emphasis on punitive response to problem behavior

8. Function Based Interventions8

9. Activity 1: Function Based Interventions
2 copies of the Pre-Test
Complete 1 (be sure your name is on it).
Keep 1 for your notes/today’s activities.
You may want to transcribe your answer from the “turn-in” copy to the “keep” copy.
Turn in Pre-Test

10. Behavior Support Planning FBA  BSP
The most important outcomes/characteristics of FBA:
Identify the function of the problem behavior
Identify the variables that predict (A) and maintain (C) the problem behavior
Develop a Behavior Support Plan that addresses the function of the problem behavior
Of these, the MOST IMPORTANT….and the reason for FBA: 10

11. Steps in Behavior Support Planning
Step 1: Develop Competing Behavior Pathway
Step 2: Develop Behavior Support Plan
Step 3: Implementation Plan
Step 4: Evaluation Plan
Step 5: Follow-up Meetings to Review Progress
Next 3 classes

12. Function-Based Interventions
Start with FBA results = Summary of Behavior
Summary of Behavior should include a detailed and specific description of:
Targeted Routine
Antecedents triggering behavior
Problem Behavior
Consequence/Outcome of Problem Behavior
Function of Behavior

13. Analyzing the Summary of Behavior
Read over the Summary of Behavior, but pay special attention to the Function identified for the problem behavior
The Function of Behavior will be central to identifying effective interventions to address:
Antecedents
Behaviors to Teach &
Consequences/outComes

14. PBS v. Aversive Model (ABC)
PBS (Positive Behavior Support) – Proactive
Interventions to prevent problem behavior
Explicitly Teach Alternate and Desired behavior
Reinforcement of Alternate and Desired behavior
Traditional Aversive/Punitive Model - Reactive approach
Limited focus on Antecedent Interventions
Little focus on teaching behavior
Emphasis on punitive response to problem behavior

15. Start w/ Summary of Behavior from FBA
Targeted Routine
Antecedent
Maintaining Consequence & Function
Problem Behavior

16. FBA: Summary of Behavior
Targeted Routine
Maintaining Consequence & Function
Antecedent
Problem Behavior
FUNCTION
FUNCTION is where student behavior intersects with the environment
Function = Learning
Student learns…. When (A), if I (B), then (C)…
Function = how I benefit so I keep doing B

17. Competing Behavior Pathway

18. This information comes from your FBA Summary Statement
Summary of Behavior
Setting Events:
Antecedent:
Current Behavior:
Currency/outCome:
This information comes from your FBA Summary Statement
Adapted by C. Borgmeier (2002) from multiple sources: M. Bergstrom and D. Crone (2000); March, Horner, Lewis-Palmer, Brown, Crone & Todd (1999); O’Neill, Horner, Albin, Sprague, Story, & Newton (1997); Palmer & Sugai (2000); and Sprick, Sprick, & Garrison (1993); Martin, Hagan-Burke, & Sugai (2000)

19. !!!Function-Based Planning!!! (Interventions at SE, A, B, and C)
SETTING EVENTS
ANTECENDENT
BEHAVIOR
CURRENCY
Describe:
Makes student’s day worse.
Outside the environment you control.
Prevent:
Change the environment to prevent known trigger from setting off problem behavior.
Teach Alternate:
Immediate replacement behavior you will teach the student.
How and when will you teach; review?
Reinforce alternate behavior:
Contingent response to alternate behavior.
Reinforces student use of replacement behavior you taught.
Minimize:
You can’t change…but you can minimize the effects.
Ex: Hungry  food; Conflict  check in; Forgot supplies  offer extras.
Prompt alternate behavior:
Cue the alternate behavior before a behavior choice has been made by the student.
Teach Desired:
Behavior you will eventually teach the student to improve upon the immediate replacement/alternate behavior.
Correct misbehavior:
How will you respond if the problem behavior occurs?
Adapted by C. Borgmeier (2002) from multiple sources: M. Bergstrom and D. Crone (2000); March, Horner, Lewis-Palmer, Brown, Crone & Todd (1999); O’Neill, Horner, Albin, Sprague, Story, & Newton (1997); Palmer & Sugai (2000); and Sprick, Sprick, & Garrison (1993); Martin, Hagan-Burke, & Sugai (2000)

20. Competing Behavior Pathway
Desired Behavior:
Future outCome:
Setting Events:
Antecedent:
Current Behavior:
Currency/outCome:
Alternate Behavior:
Adapted by C. Borgmeier (2002) from multiple sources: M. Bergstrom and D. Crone (2000); March, Horner, Lewis-Palmer, Brown, Crone & Todd (1999); O’Neill, Horner, Albin, Sprague, Story, & Newton (1997); Palmer & Sugai (2000); and Sprick, Sprick, & Garrison (1993); Martin, Hagan-Burke, & Sugai (2000)

21. Competing Behavior Pathway
Completed from FBA

22. So this is what we want….
Desired Behavior
Natural Consequence
Targeted Routine
Antecedent
Maintaining Consequence & Function
Problem Behavior
Alternate Behavior
But… Why can’t we go right to the Desired Behavior?

23. Understanding Desired Behavior
Long-term goal = to follow regular classrooms routines and norms, as independently as possible (w/ supports reduced or eliminated) and looking as similar as possible to peers
Often requires a sustained, focused teaching effort to build missing skills
Academic deficits (often related to Avoiding difficult tasks)
Example: student avoids reading because 3 grade levels behind in reading… requires intensive reading instruction to close gap
Social Skills deficits (often related to seeking attention)
Example: student seeks negative attention due to isolation from peers and adults resulting from aggressive behavior and limited social skills… requires sustained, targeted social skill instruction generalized to natural context
Communication deficit
Example: student screams and rocks vigorously back and forth due to limited communication skills which might result in getting a snack… requires teaching communication skills (PECS, sign language, etc.)
Organizational/school skills deficits
Example: student doesn’t complete homework due to limited scheduling and organization strategies which might result in (a) task avoidance due to limited background knowledge or (b) avoiding negative interactions with teacher because homework is frequently not done… requires teaching school skills

24. Why the Alternate Behavior?
4. The student is going to need to gain the math skills before being able to do this like peers
3. Look how different this is from what’s happening now
1. This is what we’re asking the student to do.
Complete math problem
Success, another problem
Given double digit addn problems
Sent back to table (escape task)
None identified
Throws a Tantrum
2. This is what the student wants now.
Raise hand & ask for break
5. So… in the meantime we use the alternate behavior

25. Function Based Interventions
When generating interventions we use Function to develop ideas to change A, B & C
Targeted Routine
Maintaining Consequence & Function
Antecedent
Problem Behavior
And we work
B-A-C wards
FUNCTION
Function should guide selection of alternative/ replacement behaviors

26. Understanding Alternate/ Replacement Behaviors
Alternate Behaviors are:
an immediate attempt to reduce disruption & potentially dangerous behavior in the classroom
Take some of the pressure off the teacher
designed to actively begin breaking the student’s habit of using problem behavior to meet their needs, by replacing it with a more acceptable alternate behavior 26

27. Essential Characteristics of Replacement / Alternate Behavior
An appropriate Alternate/Replacement Behavior:
Serves the same function as the problem behavior
Is easier to do and more efficient than the problem behavior
Alternate Behaviors require less physical effort & provide quicker, more reliable access to desired outcome/response than problem behavior
Is more socially acceptable than the current (problem) behavior 27

28. Which of the Following are Appropriate Replacement Behaviors?
Leslie is 12, has severe intellectual disabilities, does not use words, and hits her head. Head hitting is maintained by adult attention during work periods.
Which is the best Replacement Behavior
hide under her desk and be ignored
sign for “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
Start w/ the Function
1. Serve same Function? Does it provide adult attn?
2. Is Behavior easier to do than problem behavior?
3. Is Behavior socially acceptable? 28

29. 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
Asking for an easier task/ worksheet
Asking to play w/ his Gameboy
Requesting adult attention
Asking to have soda after tasks are done
Start w/ the Function
2. Is Behavior easier to do than problem behavior?
1. Serve same Function? Does it provide adult attn?
3. Is Behavior socially acceptable? 29

30. Competing Behavior Pathway: Alternative 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 30

31. Identifying the Alternate Behavior
Yes or No?
Why?
What are the critical features of an Alternate Behavior?
1. Serve same Function? Does it provide adult attn?
2. Is Behavior easier to do than problem behavior?
3. Is Behavior socially acceptable?

32. Competing Behavior Pathway

33. Activity 2
With a partner go through each of the Competing Behavior Pathway options in Pre-Test #2  Yes or No & Why

34. 5 minutes
BREAK

35. Identify an appropriate REPLACEMENT BEHAVIOR:
Same function as problem behavior
Easier to do than problem behavior
More socially appropriate than problem behavior
BEHAVIOR: Scribbles all over, then tears up math paper.
FUNCTION: Avoid math work.
MY ANSWER: Cross out odds or evens.
Practice #1
ALTERNATE/REPLACEMENT BEHAVIOR

36. Identify an appropriate REPLACEMENT BEHAVIOR:
Same function as problem behavior
Easier to do than problem behavior
More socially appropriate than problem behavior
BEHAVIOR: Gets out Reading HW when time to do planner.
FUNCTION: Gain adult attention.
MY ANSWER: Signal (cue card, hand signal) for adult to watch him/her write in planner.
Practice #2
ALTERNATE/REPLACEMENT BEHAVIOR

37. Identify an appropriate REPLACEMENT BEHAVIOR:
Same function as problem behavior
Easier to do than problem behavior
More socially appropriate than problem behavior
BEHAVIOR: Head down, refusing to follow directions.
FUNCTION: Avoid adult attention.
MY ANSWER: 5 minutes head down coupon.
Practice #3
ALTERNATE/REPLACEMENT BEHAVIOR

38. Identify an appropriate REPLACEMENT BEHAVIOR:
Same function as problem behavior
Easier to do than problem behavior
More socially appropriate than problem behavior
BEHAVIOR: Blurting out jokes during quiet work time.
FUNCTION: Gain peer attention.
MY ANSWER: Student reads assignment directions to whole class.
Practice #4
ALTERNATE/REPLACEMENT BEHAVIOR

39. Developing Function-Based Interventions

40. 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

41. !!!Function-Based Planning!!! (Interventions at SE, A, B, and C)
SETTING EVENTS
ANTECENDENT
BEHAVIOR
CURRENCY
Describe:
Makes student’s day worse.
Outside the environment you control.
Prevent:
Change the environment to prevent known trigger from setting off problem behavior.
Teach Alternate:
Immediate replacement behavior you will teach the student.
How and when will you teach; review?
Reinforce alternate behavior:
Contingent response to alternate behavior.
Reinforces student use of replacement behavior you taught.
Minimize:
You can’t change…but you can minimize the effects.
Ex: Hungry  food; Conflict  check in; Forgot supplies  offer extras.
Prompt alternate behavior:
Cue the alternate behavior before a behavior choice has been made by the student.
Teach Desired:
Behavior you will eventually teach the student to improve upon the immediate replacement/alternate behavior.
Correct misbehavior:
How will you respond if the problem behavior occurs?
Adapted by C. Borgmeier (2002) from multiple sources: M. Bergstrom and D. Crone (2000); March, Horner, Lewis-Palmer, Brown, Crone & Todd (1999); O’Neill, Horner, Albin, Sprague, Story, & Newton (1997); Palmer & Sugai (2000); and Sprick, Sprick, & Garrison (1993); Martin, Hagan-Burke, & Sugai (2000)