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

2. 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.

3. 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”

4. 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

5. 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

6. 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

8. 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

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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

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

17. 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.

18. Developing Function-Based Interventions

19. 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

20. Begin with Prevention

21. 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)

22. 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).

23. 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

24. 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?

25. 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

26. Teaching Alternative / Replacement Behavior
Teach Desired Behavior

27. 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

28. 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

29. 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)

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

31. 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

32. 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

33. 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”

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

35. 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.

36. 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

37. 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

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

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

40. 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?

41. 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