1. Brief Functional Behavioral Assessment and Behavior Intervention Planning Dave Kunelius WI RTI Center Technical Assistance Coordinator - PBIS Kent Smith WI RTI Center Technical Assistance Coordinator - PBIS The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this PowerPoint and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material

2. 2 Tier 3/Tertiary Interventions 1-5% Individual students Assessment-based High intensity 1-5%Tier 3/Tertiary Interventions Individual students Assessment-based Intense, durable procedures Tier 2/Secondary Interventions 5-15% Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing 5-15%Tier 2/Secondary Interventions Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing Tier 1/Universal Interventions 80-90% All students Preventive, proactive 80-90%Tier 1/Universal Interventions All settings, all students Preventive, proactive School-Wide Systems for Student Success: A Response to Intervention (RtI) Model Academic Systems Behavioral Systems Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm

3. 3 Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems SIMEO Tools: HSC-T, RD-T, EI-T Check-in/ Check-out (CICO) Group Intervention with Individualized Feature (e.g., Check and Connect -CnC and Mentoring) Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP Wraparound ODRs, Attendance, Tardies, Grades, DIBELS, etc.. Daily Progress Report (DPR) (Behavior and Academic Goals) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.. Social/Academic Instructional Groups (SAIG) Positive Behavior Interventions & Supports: A Response to Intervention (RtI) Model Illinois PBIS Network, Revised October 2009 Adapted from T. Scott, 2004 Tier 2/ Secondary Tier 3/ Tertiary Intervention Assessment

5. Data-Based Decision Making Numbers to Keep in Mind 7-15%: Percent of total population expected to need and be supported by Tier 2 interventions 1-5%: Percent of total population expected to need and be supported by Tier 3 interventions 70%: Percent of youth (receiving intervention “X”) that should be responding to intervention Data-based Decision-Rules for ‘determining response’ must be defined Data sources defining response are efficient Ex. Daily Progress Report (DPR) cards: Student maintains an 80% average on DPR for 4 weeks

6. Teaming at Tier II

7. Secondary Systems Planning Team Who will be your FBA/BIP Intervention Coordinator? (Bring overall student intervention & implementation data to team, oversee intervention implementation with staff/students/families). From data-demonstrated need, Create and Support Interventions Support students & staff with Interventions Use process data from CICO, SAIG, Brief FBA/BIP interventions to: determine overall intervention effectiveness for each, improve integrity, fidelity, procedures etc.. for each, create interventions that are missing from continuum

8. Wisconsin Multi Level System Tracking Tool www.wisconsinpbisnetwork.org

9. Secondary Problem Solving Team With info from Systems Team (i.e.FBA Facilitators & staff) Develop plans for one group or student at a time Most schools already have this type of meeting Standing team plus teachers and family of the student

10. Problem Solving Team Roles Gather information from data and interviews, generate Brief FBA, and illustrate FBA to the rest of the team through the Competing Behavior Pathway Problem behavior along with triggers and hypothesized function and maintaining consequence Share data sources and process used Interviews Lead the team in creating a BIP Ensure all stakeholders give input and agree with aspects of the plan that require their action and that they understand and can carry out those actions FBA/BIP Facilitator

11. Practical FBA Logic Model School-wide Positive Behavioral Supports 80% of Students Secondary Group Supports 10-15% of Students Individualized Supports 5% of Students Behavior Specialist responsible for 25 FBAs in school of 500 Personnel with “flexible” roles conduct proactive Practical FBA to expand the scope of FBA, prevent intensive problem behaviors, & decrease reliance on specialist.

12. Building FBA Capacity Teachers Staff School Specialist District Specialist Behavior Analysts Informal FBA X Level I: BRIEF FBA XX Level II: Complex FBA XXX Level III: Functional Analysis XXXX Horner & Anderson (2007)

13. Problem Solving Team Roles Other Team Members Ask questions for clarification on FBA Come to consensus on hypothesized function, or briefly brainstorm alternative function Work with FBA/BIP Facilitator to create the BIP contribute as an ‘implementer’ for parts of BIP where needed ex. Staff may add student to group counseling, see youth for afterschool tutoring, or add youth to CICO

14. Identifying Who Needs FBA/BIP Students are referred to an individual Problem Solving Team by the Secondary Systems Team When lower-level (simple secondary) interventions do not result in adequate progress as determined by data rules Data identifies student as in need (# of ODRs, suspensions, absences, etc..) Exception to the system: Adult perceives youth as being in urgent need (lower-level support not seen as adequate )

15. Changing our thinking By the time youth access FBA/BIP intervention, they are already at high risk of placement change. More youth need FBA/BIP, sooner. FBA/BIPs are often found in the “file” and viewed as a document. Is an active and evolving document!

16. Brief FBA vs Comprehensive FBA Brief FBAComprehensive FBA For:Students with mild to moderate problem behaviors (behaviors that are NOT dangerous or occurring in many settings) Students with moderate to severe behavioral problems; may be dangerous and/or occurring in many settings What:Relatively simple and efficient process to guide behavior support planning Time-intensive process that also involves archival records review, family- centered planning, and collaboration with agencies outside of school Conducted by whom:School-based personnel (e.g., teachers, counselors, administrators) Professionals trained to conduct functional assessments with students with severe problem behaviors (e.g., school psychologists, behavior specialists)

17. Why Do People Behave? Modeling? Accident? Instinct? Condition?? Why Do People Continue Behaving? IT WORKS! T. Scott; University of Louisville, 2012

18. BRIEF FBA/BIPCOMPLEX FBA Single behavioral cycle/cluster Multiple behavioral cycles/clusters Single environment/routine Multiple environments/routines Testing behavior but not ongoing aggression Ongoing aggressive behavior Basic tier 2 interventions not having predicted success Adults actively in opposition to one another

19. The BRIEF FBA/BIP Process Prior to the Problem Solving Team Meeting 1. Secondary Systems Team identifies youth needing Tier 2 FBA/BIP level of support and refers to individual Problem-Solving Team meeting. 2. FBA/BIP facilitator (i.e. social worker, counselor, psychologist other trained staff) takes lead in organizing data and using tools to conduct the Brief FBA. 3. Brief FBA/BIP facilitator generates Brief FBA/competing behavior pathway (based on data) to share with Problem-Solving Team.

20. At the Problem Solving Team Meeting 4. Problem-Solving Team develops and implements BIP (with stakeholders). 5. FBA/BIP fidelity tool is used to make sure all parts of BIP have been implemented as designed 6. Follow-up meeting scheduled (in 4-6 weeks) for all stakeholders to review progress of BIP. A N D

21. This is a BIGGIE!!! 7. Data monitored weekly by FBA/BIP Facilitator.

22. Outcomes of a BRIEF FBA/Functional Behavioral Assessment Operationally defined problem behavior(s): Who, what, where & when Identified routines in which the problem behavior is most and least likely to occur Defined antecedent events (triggers; setting events) that predict when the problem behavior is most likely Defined consequence (ONE ) that contributes most to maintaining the problem behavior in that routine Summary Statement of findings

23. Starting the BRIEF Functional Behavioral Assessment Process.

24. Tools/Data Used for Brief FBA/BIP Tools Functional Assessment Interview (FACTS) Student-Directed Functional Assessment Family-Directed Functional Assessment Data CICO data graphs SWIS individualized student report Grades

25. Simplified FBA 1. Identify a behavior of concern Define in a way that is observable 2. Identify predictors in the environment Things that happen before and after 3. Identify a function Why does that happen? 4. Teach a replacement behavior What is appropriate way to get same function? 5. Change the environment to prevent What could make the problem not happen? What consequences are functional?

26. Defining Problem Behavior: Observable and Measurable Non-Examples Hyperactive Aggressive Delinquent Psychotic Irresponsible Examples Out of seat 55% of the time during independent work time Hits with hands and kicks peers Steals valuable items from peers Reports seeing monsters Arrives to class late 75% of the time This step narrows down the behavior first noted into the priority setting. It is not redundant rather it is a revision and clarifying step. Be so clear in your definition that anyone could use it to act out the problem and it would look/sound just like it does in reality.

27. Identifying Predictors Let’s bet! – when do you think the student will make noises? Also, what do you think will likely happen when he does? OR If I wanted to set the kid off, what would I need to do?

28. Setting Events “Setting event, plus discriminative stimulus, set the occasion for a response that is maintained by a reinforcer.” Or you could say… “Setting events make triggers more likely to cause problem behavior.”

29. Setting Events Environmental (things that impact student behavior but may not be under control of school) Neighborhood Quality of Life Interactions/Reactions Home Environment Level of Curriculum Instructional Arrangements Behavioral Learning Styles Preferred Activities Length of Task Modality Multiple Intelligence Choice Making Skill Level Personal Factors Medications Sleep Chronic Illness Nutrition Arousal Sensory Sensitivity

30. Consequence We are talking WHAT OTHERS DO AFTER/BEHAVIORAL consequence sometimes but not always “DISCIPLINE.” The ONE THING that happens IMMEDIATELY AFTER a behavior that makes the behavior more likely to happen again.

31. Functions of Behavior What is the student getting or avoiding?

32. Functions of Behavior Legitimate Functions Get something (attention, tangible, event, etc.) Avoid something (attention, event, person, etc.) Self-stimulation (hair twirling, rocking, etc.) Non-Legitimate functions Power (not specific - all behavior is for power) Control (not specific - all behavior is for control) Didn’t take meds (antecedent - not a function) Parents (not a function)

33. Function of Behavior Things that are obtained Adult attention Peer attention Preferred activity Money/things other Things avoided or escaped from Hard task Reprimand Peer negatives Physical movement Adult attention other

34. 3. Setting Events (Slow Trigger) 2. Antecedent (Fast Trigger) 4. Maintaining Consequences and Function 1. Problem Behavior Summary Statement Following events that maintain behaviors of concern Preceding events that trigger or occasion Behavior of concern Infrequent events that affect value of maint. conseq. 6. Acceptable Behavior Set of related behaviors that are more desirable 5. Desired Behavior Generally expected behavior

35. Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior Desired Alternative Typical Consequence Positive Example Replacement Behaviors Why is function important? Because consequences compete Function Concise information presented to problem- solving team for discussion and intervention planning BEHAVIORAL Sequence of less “icky” behaviors What all the other kids are doing What keeps the other kids behaving

36. Functional Behavior Pathways Academic work setting Disruptive noises No direct teacher attention Teacher provides attention Raise hand and wait quietly Curriculum Expectations Time Routines Examples Engagement Prompts Physical Arrangement Functional Consequence Functional Consequence

37. Behavior Intervention Planning (BIP)

38. Steps to Design a BIP 1. Identify the replacement behavior a. Create a plan to teach this behavior to the student / stakeholders and then TEACH IT to FLUENCY 2. Identify changes in the environment that could prevent the problem behavior from occurring 3. Identify two types of consequence manipulations: a. Strategies that reduce/don't maintain target behavior b. Strategies that maintain and increase replacement and desired behaviors 4. Consider creating a crisis plan depending on the severity of the behavior

39. Based on Research and Practical Experience….. Many BIPs are not aligned with the FBA because they: Focus only on rewarding youth for appropriate behavior Do not teach replacement behaviors Don’t change settings that trigger behaviors Omit supports that make appropriate behavior more likely And continue practices which reinforce the function of the problem behavior(s)

40. Competing Behavior Pathways Model Setting Event(s) Antecedent Desired Behavior Behavior Interferes w/ Learning Replacement (Taught) Behavior IdealOutcome CurrentOutcome Sleep medicine impairment Peer Comment Conscious choice to ignore, regulation skill, appropriate comment Completes all work in class Threats, loud voice Allowed to leave to get a drink of water in the hallway Work output is reduced Taught to use regulation skill when in hallway for drink Goes to independent reading area and writes in journal

41. A Context for Positive Behavior Support A redesign of environments, not the redesign of individuals Plan describes what we will do differently Plan is based on identification of the behavioral function of problem behaviors and the lifestyle goals of an individual

43. Using FBA to Design Effective Support: The Simple BIP How can we prevent problem situations? What should we teach as a replacement behavior? How do we increase reward of appropriate behavior? How do we minimize reward of problem behavior? Are negative consequences for problem behavior needed? Are safety routines needed? What data should we collect? Are we doing the plan? Is the plan working?

44. Throughout Process: Remember Strengths-Based Planning What does the student like to: Talk about? Read about? Draw about? Write about? Play with? What is the student interested in? What do they enjoy? Identify the student’s successes: Where are they successful? When are they successful? With whom are they successful?

45. Replacement Behaviors Must Be: Do-able Efficient Serve the same function Socially appropriate Remember to consider “I can live with for now” behavior. These skills have to be directly taught

46. Replacement Behavior Needs: Teach student how to communicate need for: Help A break Interaction Attention Time alone Reduced demands Alternative assignment More time to finish Movement

47. Replacement Behavior Skills Must be specific: Observable, Acknowledgeable, Teachable (O-A-T) Can be taught individually, in small groups, with whole class or whole school Can use SAIG lessons to teach skills identified in BIP Academic behavior skills (organization, raising hand) Problem solving skills (deep breathing, get help) Pro-social skills (ask to play a game, say ‘hi’)

48. Student Strengths Desired Behavior Current Consequence Setting Event Trigger/Antecedent Problem Behavior(s)Maintaining Consequence Function Replacement Behavior Adapted from Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S., 2000 FBA/BIP Competing Behavior Pathway 5 6 8 31 2 4 7 Conflict at home: mornings when not organized for school, not sure who will take Sam to school Morning activity when teacher requests that he sit on chair or carpet for structured activity Does not join activity – walks around the classroom poking and pushing kids Gets a time out to calm down and misses activity Escape Follow routinesCoupons, praise Walk to a designated area of classroom

49. Setting Event Manipulations Antecedent Manipulations Consequence Manipulations Behavior Manipulations Teach how to quietly walk to a designated area of the room Teach how to sit and complete tasks for 5 minutes up to 10 minutes Walk with “responsible” 4 th grade cousin to school. CICO modified (new adult and more specific goals) Re-teach expected behavior for all classroom settings Additional rating periods for expectations Individualized positive greeting by teacher in the morning Points/ coupons when quietly goes to his “area” Points/ coupons when participates in activities Does not earn points if puts hands on students

50. Student Strengths Desired Behavior Current Consequence Setting Event Trigger/Antecedent Problem Behavior(s)Maintaining Consequence Function Replacement Behavior Adapted from Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S., 2000 FBA/BIP Competing Behavior Pathway 5 6 8 31 2 4 7 Conflict at home: problem behavior at home before school Structured academic tasks Does not complete work, throws things, laughs, disturbing others Teacher walks over, talks to him and helps him get on task Adult attention Ask teacher for help Follow routines Coupons, praise

51. Setting Event Manipulations Antecedent Manipulations Consequence Manipulations Behavior Manipulations Teach how to ask for help Teach how to work in close proximity to peers -- sharing supplies and asking for help from peers Cousin involved in CICO process (more encouragement, helping to get DPR home for guardian to see) More re- teaching for whole class, how to quietly work Higher rates of praise during activities Use timer so all kids could see how much time they had for activity Points earn extra playtime of choice at end of class Planned ignoring of problem behavior (teacher will reward nearby youth) Reward at home when earns DPR points

52. Resources Available online with this presentation: FACTS forms EfficientFBA_FACTS.pdf Competing Behavior Pathway documents Pathway and BIP Fillable rev.docx COMPETING BEHAVIOR PATHWAY.docx

53. Questions or Comments

54. Brief FBA/BIP Process Westside Elementary School Sun Prairie Area School District

55. Westside Elementary: A Snapshot Located in Sun Prairie, WI 400 students Ethnicity: White/Caucasian 51% Black 25% Hispanic 17% Asian/Pacific Islander 7% Native American <1% Free/Reduced 56% Students with Disabilities 13% Limited English Proficiency 14%

56. Westside’s PBIS Journey PBIS Coaches trained district-wide in Tiers 1, 2, and 3 PBIS over last 6 years Starting 2014-15 Internal Universal Coach added – Teacher Pupil Services staff serve as internal coaches Counselor leads Tier 1 Social Worker leads Tiers 2/3 Student Services Program Manager serves as external coach

57. Background on FBA/BIP Process Training for staff: Pupil Service Staff/PBIS Coaches trained district-wide over last five years Westside Tier 2/3 Data Team trained all Westside staff on function of behavior in Fall 2012 Based on data point of “unknown motivation” on ODR form (reduced from 24% to 13% once staff trained) Used examples from actual ODR’s at Westside to get teams thinking in terms of functional assessment

58. Using Brief FBA/BIP in the past 1:1 Teacher/Pupil Services to do competing pathway CARE Team: Building Level Consultation Team

59. FBA Days: What do they look like? Based on data rule: 2 ODR’s or 3 minors in month Every 6 weeks Full Day of FBA/BIPs Able to get teams in mindset – “behaviorists for the day” Prep with pupil service team members beforehand Get full day sub that rotates between teacher’s classrooms or pull assistant away from regular duties to rotate Appropriate team members present Set place and schedule that works for all team members At first, schedule every 45-50 minutes in order to do process with fidelity Welcoming and supportive environment (Bring Food!)

60. FBA/BIP Days: Where we begin… Team: classroom teacher, pupil service team members, administrator, parent, other relevant team members Start with brief description of Competing Behavior Pathway Use of large visual on wall Handout related to ABC’s of behavior and additional boxes on pathway (FBA Cheat Sheet for Teachers)FBA Cheat Sheet for Teachers Other handouts available depending on where team is at with student (ie. Trauma handout: http://www.nctsnet.org/sites/default/files/assets/pdfs/C TTE_Educators.pdf ) http://www.nctsnet.org/sites/default/files/assets/pdfs/C TTE_Educators.pdf

61. Guiding the team Common reminders/need for facilitation with teams: Operationalize the behavior Narrow in on antecedent (antecedent vs. setting event) Function as avoid/gain – stay away from abstract Spend time discussing setting events that can be controlled

62. Getting to the final product Work quickly to get competing pathway filled out and get team operating from mindset of summary statement this generates Sample: When Alex begins to have difficulty with a reading or math assignment, he will put his head down, refuse to respond, and close his books to try to avoid having to complete his assignment. The teacher ignores this behavior and continues teaching. The likelihood of this pattern increases if Alex has received teacher reprimands earlier in the day.)

63. Getting to the BIP… Half of time is devoted to BIP – plan to fill in boxes on competing behavior pathway with strategies filled in below for each (setting events, ABC’s) Assign team members to do each task/strategy with timeline

64. So, now what? Plan to distribute to all staff involved with that student Determine data markers that will determine if plan is working (CICO, ODR’s, minors, etc.) Plan to review every 6-8 weeks or sooner if behaviors escalate

65. Moving forward - Strengths Got teachers and team members thinking of ABC’s of behavior Used data rules to determine students in need All pupil service team members became more comfortable leading a Brief FBA/BIP Administrator directly involved and supportive of process Food!

66. Things to work on: Process Continue working on plan for making all team members aware of plan Ways to get more parental involvement Ways to make process feel more culturally relevant for all families Continue to use data rules to know when to jump to Tier 3 (Complex FBA/BIP, Wrap) and how to do this efficiently Get more proficient at process so we can go faster

67. That’s all for now… Questions or comments? Mandy Harvey Social Worker Westside Elementary Sun Prairie Area School District atharve@sunprairieschools.org