Addressing Individual Challenging Behavior through Function-based Support

1. Addressing Individual Challenging Behavior through Function-based Support George Sugai US Dept. of Educ.Centeron PBIS Center for Behavioral Education & Research University of Connecticut July 1 2011 www.pbis.orgwww.cber.orgwww.swis.org George.sugai@uconn.edu

2. 12/32 FBA Basics

3. Function-based support is all about… Re-design & improvement of learning & teaching environments • Attention to environment & function • Not re-design of individuals • Change in behavior of implementers

4. EXAMPLES Sensory re-integration or stimulation Facilitated communication Introspective psychoanalytic therapies Rebirthing therapies CONCERNS Poor ecological (school) validity Redirected specification of actual causal factors Adverse side effects False hopes & expectations Inefficient use of resources & opportunities Lack of empirical support Non-validated School Interventions for Students with EBD • EVIDENCE-BASED INVESTMENTS • Cognitive-Behavioral Therapies • Targeted Social Skills Instruction • School-based Mental Health Wraparound • Function-based Behavior Analytic Interventions • Psychopharmacological-Behavioral Therapies

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

6. What is Function Based Support?

7. Behaviorism SWPBS Conceptual Foundations Laws of Behavior ABA Applied Behavioral Technology PBS Social Validity SWPBS All Students

10. 3. How do I know if FBA has been done?

11. MORE INFORMAL EASIER SIMPLE INDIRECT MORE DIRECT COMPLICATED DIFFICULT FORMAL

12. Requirements

13. Definition of Problem Behavior or Class Testable Hypothesis FBA Elements Contextually Appropriate Support Function Statement Behavior Intervention Plan Supporting Data Competing Path Analysis

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

16. Setting Events • Unique situations in which factors unique to individual • Make problem behavior more intense or more likely to occur (e.g., illness, fatigue, hunger, social conflict). • By changing value of reinforcers E.g., praise less effective, peer attention is more reinforcing, work completion is less important.

17. Work completion is less important (reinforcing) to Demetri after he has had an argument with his girlfriend before class, or • Cologne’s use of verbal profanity is more likely (escape) when she hasn’t had enough sleep night before, or • Peer attention is less distracting (reinforcing) when Manuella isn’t feeling well.

18. Lack of sleep decreases value (reinforcement) of getting to school on time, increases value of going to Hot Dog Haven. • Lack of breakfast increases value (reinforcement) of getting sent to office (by fending machines) for failing to follow directions. • Having a fight with boyfriend decreases value (reinforcement) of listening to lecture. • Getting >50% of problem wrong decreases value (reinforcement) of starting new worksheets.

19. “FUNCTION”= outcome, result, purpose, consequence

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

22. Ingram, Lewis-Palmer, & Sugai, 2005

28. Consider response chains • Predictable sequence of behaviors • Possibly different functions at beginning & end of chains

29. Ex1. Behavior Chain

30. Ex2. Behavior Chain

31. When Sequoia misses her 12:30 medication & teachers present multiple task demands, she makes negative self-statements & writes profane language on her assignments. Teaching staff typically send her to the office with a discipline referral for being disrespectful. Avoid difficult tasks What function? Setting event Antecedent Response Consequence Sequoia makes negative self- statements & writes profane language Teacher sends Sequoia to office for being disrespectful Misses 12:30 medication Teachers make multiple task demands

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

33. Caesar has dyed his hair three colors & is teased several times by his friends before class. When he enters the class, his teacher stares at his hair. Caesar immediately says “what are you staring at?” His teacher immediately sends him to in-school detention. Escape adult & peer attention What function? Setting event Antecedent Response Consequence Caesar is teased several times about his hair by his friends before class His teacher stares at his hair in class Caesar asks his teacher what she’s staring at His teacher sends him to in-school detention

34. Cleo is new to the 6th grade, & English is her second language. When another student approaches & says something to her in English, Cleo turns away. The other student walks away. This happens several times during the day. Escape peer attention What function? Setting event Antecedent Response Consequence New student Student approaches & speaks in English Cleo turns away Other student walks away

35. When his teacher asks him what the capitol city of a country is, Napoleon gives the correct answers. His teacher praises his correct answer, & tells him he may work by himself or a friend on the rest of the assignment. Access peer & adult attention What function? Setting event Antecedent Response Consequence Teacher asks what capitol city of country is Napoleon give correct answer Teacher gives verbal praise & time to work with a friend None

36. As Veloce is walking, other kids look at him & say “what’s up?” He looks back and says: “Who ya lookin’ at?!”“Ya want some of this?!”“Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.” Access OR escape peer attention? What function? Setting event Antecedent Response Consequence How do you know? Assess? How do you know? ?? Look at him. “What’s up!” “Who ya lookin’ at?” “Ya want Some?”“Ya talkin’ to me? Kids shake heads & call him “weirdo”

37. TE is “best guess.”What if testable hypothesis is incomplete or inaccurate?

38. TE1 for Hillary:"When Hillary sits next to Bill, Hillary whispers in his ear. Bill laughs." • Test manipulation? • Put Al in Bill’s seat. • Effect: • Hillary whispers in Al’s ear. Develop new TE!

39. TE2:“When Hillary sits next to boys, she whispers in their ears. The boys laugh.” • Test manipulation? • Put Monica in Bill’s seat. • Effect: • Hillary does not whisper.

40. Avoid explanatory fictions Restatement of problem & not measurable (-) She’s aggressive because she’s angry (+) When she is teased about her looks & family, she uses profanity & hits until the teasing stops.

41. Avoid explanatory fictions Not measurable or testable (-) He’s emotionally disturbed (+) When he is with peers, he talks about hurting them & himself.

42. “Petunia” • Problem: Petunia is in 9th grade & very inattentive. In class, she is forever inattentive, distractible, off-task, & bothering others. • Explanatory fiction: Petunia has ADHD & conduct disorders • Testable hypothesis: Petunia works on each assignment for about 2 minutes, answers before presentation of questions are completed, asks other students for help, & gets out of her seat 12 times per 30 min. period.

43. “Rhus” • Problem: Rhus is an 11th grader with autism. He’s high functioning but is hated by his peers. When he gets frustrated, he screams & bites his hand. • Explanatory fiction: Rhus has Fragile X & is emotionally disturbed • Testable hypothesis: Rhus has verbal skills to describe his situation, but if presented with difficult academic work & short timelines, he screams until teachers help him. If peers tease him, he bites his hand, & the teasing stops.

44. “Catoneaster” • Problem: Catoneaster is a 7th grader who resists going to school each morning. • Explanatory fiction: Catoneaster has parent separation anxiety • Testable hypothesis: Catoneaster finds attention from his Dad to be very rewarding. His mother died when he was 5 years old. When he argues with his Dad in the parking lot, his Dad takes him out for breakfast & brings him back during 2nd period.

45. “Azalea” • Problem: Azalea is an 8th grader who skips most of her morning classes. • Explanatory fiction: Azalea is a school phobic. • Testable hypothesis: On days she misses breakfast, Azalea goes to the cafeteria to eat instead of going to class. When she gets to the cafeteria, she visits with her friends until a teacher tells her to go class. Her friends tell her she is cool the way she talks to teachers & skips 1st period.

46. WRITE TESTABLE HYPOTHESIS: As Veloce is walking, other kids look at him & say “what’s up?” He looks back and says: “Who ya lookin’ at?!”“Ya want some of this?!”“Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.” Setting event Antecedent Response Consequence ?? Look at him. “What’s up!” “Who ya lookin’ at?” “Ya want Some?”“Ya talkin’ to me? Kids shake heads & call him “weirdo”

47. Example 1: Different behaviors with different functions • Kirsten’s teachers agree that she has two behaviors that interfere with her social success at school, & develop two testable hypotheses:

48. Setting Event Setting Event   Antecedent Event Antecedent Event   Behavior Behavior   Consequence Event Consequence Event None None Teacher presents multiple step request. Peers play game & have conflict. Verbal protest, non-compliance, foot stomping. Pushes peers away, uses profanity, throws rocks. Teacher repeats request 4 to 5 times & threatens after school suspension. Peers stop playing with Kirsten. Get adult attention Escape peer social

49. Example 2: Same behaviors with different functions • Amy teachers have noticed two different conditions when Amy displays same problem behaviors. They developed following two testable hypotheses:

50. Setting Event Setting Event   Antecedent Event Antecedent Event   Behavior Behavior   Consequence Event Consequence Event None None Peers try to engage Amy in con-versations. Teachers give Amy corrective feedback about her work. Turns eyes away, does not comply verbally, pulls sweater over his head. Turns eyes away, does not comply verbally, pulls sweater over his head. Peers move away. Teachers sit down next to her, rub her shoulders, & say comforting words. Avoid peer attention Get adult social