Richard Van Acker, Ed.D. University of Illinois at Chicago College of Education (M/C 147)

1. Functional Assessment of Behavior and Positive Behavior Intervention: Addressing both the function and social context of the behavior Richard Van Acker, Ed.D. University of Illinois at Chicago College of Education (M/C 147) 1040 W. Harrison Chicago, Illinois 60607 vanacker@uic.edu

2. BEHAVIOR SUPPORT School-wide Effective Behavior Systems 100% of students Clear expectations Teach behaviors Rules, routines and physical arrangements Effective instruction Policy of consistent Administrator & Staff Implementation • Targeted Interventions • At risk behavior • Increased cues and prompts • Intensive instruction Intensive Chronic behavior FBA & BIP

3. Within-Classroom Clear classroom rules – actively teach and review clear expectations – examples and non-examples displayed during instruction and review. Quality differentiated instruction Systematic Interventions to address High rate, moderate to mild disruptive Behaviors (e.g. DRL Group Contingencies, Student/ Teacher Game, Good Behavior Game). Supplemental or Booster Instruction Significantly disruptive behavior – Partner classroom, Contingent observation time out FBA/BIP

4. The Behavior Intervention Plan (BIP) is to be informed by a Functional Assessment of the Student’s Behavior • Select and define target behavior. • Develop a hypothesis as to the function of the behavior. • Collect data - • Indirect data collection • Direct data collection • Validate the function and key context variables related to the behavior • Triangulation of data • Functional analysis • Develop the BehaviorIntervention Plan

5. Schools were not prepared for IDEA 97 • Lack of personnel trained to conduct FBA and to develop adequate BIPs. • The process does not coincide with the current disciplinary philosophies of many educators and administrators • Lack of time. • To complete, • To implement, and • To evaluate

6. Schools have not fared well in recent litigation • Schools often fail to conduct FBAs when required to do so. • When FBAs are completed, they are often found to be inadequate • BIPs are often not completed when required • BIPs, when completed, are often inadequate. • BIPs are poorly implemented. (Smith, 1999)

7. Knowledge deficits Does not know what is expected Not enough practice of skill Has not learned to generalize skill To communicate intent - if language impaired Indicate physical discomfort Indicate frustration or need for help Sensory/Perceptual Needs Stereotypic or self-injurious Sensory input needs To Gain a Desired Goal Attention Peer affiliation Tangible reward Power/control/competence Justice/revenge To Escape/Avoid Behavior problems can occur for many different reasons: (Modified from: Neal & Cessna, 1993)

8. Archival or Record Review Previous discipline contacts Previous referrals for special services Review of Permanent Products Error analysis of student work Behavior Ratings or Checklists ADHD Scales Sociometric nominations/ratings Child Behavior Checklist Adaptive Behavior Scales Task Analysis Checklists Standardized Tests ISAT ITBS CAT Norm Referenced Tests Curriculum Based Measurement Teacher-made tests/probes Naturalistic Observation Non-systematic observation Anecdotal Records ABC Analysis of Behavior Systematic Observation BEAST-R Event Recording Duration Recording Latency Recording Time Sampling/Interval Recording Interviews Student Parents Teachers Peers Other Significant Adults Selection of a Data Collection System

9. Anecdotal Records

10. Antecedent-Response-Consequence

11. Error Analysis of Student Work 23 19 13 25 12 + 14+13+64+26+ 93 37 212 77 411 105 What seems to be the problem?

12. Compliance 1 = No Response/Planned Ignoring 4 =________________________ 2 =Verbal Reprimand 5 = ________________________ 3 = Re-issue Request 6 = ________________________

13. Compliance 1 = No Response/Planned Ignoring 4 =________________________ 2 =Verbal Reprimand 5 = ________________________ 3 = Re-issue Request 6 = ________________________

14. Compliance 1 = No Response/Planned Ignoring 4 =________________________ 2 =Verbal Reprimand 5 = ________________________ 3 = Re-issue Request 6 = ________________________

15. Compliance 1 = No Response/Planned Ignoring 4 =________________________ 2 =Verbal Reprimand 5 = ________________________ 3 = Re-issue Request 6 = ________________________

16. Compliance 1 = No Response/Planned Ignoring 4 =________________________ 2 =Verbal Reprimand 5 = ________________________ 3 = Re-issue Request 6 = ________________________

17. Academic Participation 1= No Response, 2 = Verbal Praise, 3 = Verbal Reprimand, 4 = ___________

18. Academic Participation 1= No Response, 2 = Verbal Praise, 3 = Verbal Reprimand, 4 = ___________

19. Teacher behavior impacts student behavior 1 = Verbal Reprimand 2 = Planned Ignoring/No Response 3 = Positive response to talk-out (response desired by student)

20. Data Triangulation Source 1 Source 2 Source 3 Source 4

21. Develop a goal for the reduction of the undesired behavior. Develop a goal for display of desired behavior. If Alternative Undesired Behavior is Displayed...

22. Clear Expectations • Far too often, the expectations for desired behavior are implied rather than clearly stated for everyone to understand. • This is especially true for students with disabilities – these students do not always grasp the hidden curriculum of the school setting. • Often stress what a student should not do, with no clear indication of what they should do.

23. How will this be taught to the students? • Direct instruction related to the expected behavior. • Examples • Non-examples (close and far approximations) • Opportunities to practice the desired behavior with feedback. • Learning is a process – there will be errors.

24. Learn to “Double Dip” Combine academic and social skill instruction when teaching • Identify critical needs and select readings that have this as the theme. • Employ instructional strategies that allow students to learn and practice social skills. • Whenever possible use instructional consequences for behavioral infractions Bibliotherapy Index

25. Student Recommended for CICO CICO Implemented CICO Coordinator Summarizes Data For Decision Making Morning Check-in Parent Feedback Regular Teacher Feedback Bi-weekly Meeting to Assess Student Progress Afternoon Check-out Revise Program Graduate Program

26. EAGLE Report Date ________ Student _______________Teacher______________

27. Selecting an Appropriate Consequence (Function vs. Form) • The nature of the surface behavior has little to do with the selection of an appropriate consequence. • The function of the behavior should serve to direct the selection of the consequence.

28. Problems on playground Aggression Disrespect/ Insubordination Truancy Structured play group for a specified period of time. Intensive anger management curriculum. Lessons on dealing with authority and an adult mentor Service learning activity Instructional Consequences

29. Simple Consequence to Reduce High Rate Behaviors

30. Honest and Caring Communication and Feedback INTENT BEHAVIOR What did you observe? How did it make you feel? Was that the intention of the individual? IMPACT

31. Behavior Intervention Plans... Must support desired alternative behaviors that allow student to meet their needs Must seek to make the current undesired behavior less effective in meeting the student’s need.

32. Blueprints for Intervention • Identify common behavior problems in your school. • Identify possible alternative behaviors that should be taught. • Explore the various functions for these behaviors and identify: • Ways teachers can teach desired behaviors and provide necessary practice and feedback. • Teacher behaviors and interventions to avoid. • Potentially effective ways to reinforce desired behavior. • Potentially appropriate ways to address undesired behavior. www.dpi.state.wi.us/dpi/dlsea/een/ebdbluepri.html

33. Altering the Social Context to Support Behavior Change • Interventions that only target a change in student behavior without addressing the social context of the behavior are doomed to fail. • Teacher behavior, the demands of the curriculum, peer affiliations, and family play a critical role in supporting behavior change.

34. General Education Teachers Must Implement the IEP • Teachers have the responsibility to be aware of the student’s IEP. • Teachers must make a reasonable effort to implement the IEP as written • Teachers can be held liable (in civil court) for failure to implement a student’s IEP as directed by their district administration.

35. To effectively impact student behavior, we must openly address teacher behavior • For the most part student behavior works and there is little incentive for students to change. • Teachers are not receiving the support and guidance they require to be successful with an increasingly diverse student population. • Students pay the price!!! F

36. Most schools have a teacher who screams at children. • Screaming at children or using interventions that embarrass or belittle children are seldom effective. • These have an impact on the entire school climate. • Who deals with the teacher who screams at your school? • Why do they scream?

37. Teacher behavior impacts student behavior 1 = Verbal Reprimand 2 = Planned Ignoring/No Response 3 = Positive response to talk-out (response desired by student)

38. Classroom Layout

39. Teacher Attention and Feedback Verbal Reprimand for Behavior ///// ///// //// (14) Opportunity to Respond // (2) ///// /// (8) Verbal Praise for Academics Verbal Praise for Behavior /// (3) Academic Correction // (2) ///// ///// // (12) /// (3) // (2)

40. Providing Support and Honest Feedback to Teachers • Pre-Helping Phase • Awareness • Attending – S.O.L.E.R • Phase 1- Problem Identification • Respect • Genuiness • Concretness • Empathy • Phase 2 – Deeper Exploration • Additive Empathy • Self Disclosure • Confrontation • Phase 3- Developing Action Plans • Brainstorming • Evaluation of Options • Action Planning

41. Developing systems of teacher support • Teacher collaborators • Technological supports • Audio and video recording • Timers and other cues • Peer Triads/Peer Monitoring • Automatic triggers for support of teachers and students • Third student referral • Fifth teacher referral • Programs for change and support - in-service staff development

42. Monitoring Implementation • The most common causes for the failure of behavior intervention programs are: • the failure to implement the program • the improper implementation of the program

43. Change is Like Going to Heaven; Everyone Thinks It’s a Good Idea, but No One Wants to Go First.