Responding to Students Needs with an Individual FBA-FA/BIP

1. Responding to Students Needs with an Individual FBA-FA/BIP Office of Specialized Services Deborah E. Duskey, Chief Special Education Officer Kenneth Papineau, Director , Coordinated School Health

2. Agenda • Legal Requirements for FBA/FA-BIP • Components of FA-BIP: Functional Behavior Assessment and Functional Analysis • Components of FA-BIP: Developing the BIP • Components of FA-BIP: Monitoring the BIP • Review and Next Steps

3. Training Objectives • Discuss legal mandates related to functional analysis and behavior intervention planning • Differentiate between functional behavioral assessment (FBA) and functional analysis (FA) • Review assessment process and data collection tools. • Identify components of functional analysis and the behavior intervention plan (BIP) • Develop a FA-BIP using case study data.

4. Legal Requirements • Mandates • Policy • Law

5. Mandates, Laws and Policies Individuals with Disability Act 1997 (IDEA) and Reauthorization 2004: Requires the development of positive behavioral supports; pre-intervention methodology must be used before functional behavioral assessments for children with disabilities are implemented and before a removal for over 10 days during the school year. P.L. 105-17 • Requires the exploration of strategies and a support system to address behavioral concerns that impede learning. • Required when students are facing disciplinary actions the exploration of strategies and a support system to address behavioral concerns that impede learning. • In-service for professional and paraprofessional personnel who provide special and general education support

6. Mandates, Laws and Policies Sections 14-08 .05, of the 23 Illinois School Code: Requires each school board to establish and develop policies and procedures on the use of behavioral interventions for students with disabilities who require behavior intervention supports. The emphasis is upon positive interventions designed to develop and strengthen desirable behaviors. Adopted January 1, 1996 Behavior Intervention Act (P.A. 89-191) July 21, 1995 enacted by the Illinois General Assembly requiring school districts to develop and implement positive behavior intervention policies and procedures Chicago Public Schools Notice: Mandates parental notification regarding behavior intervention procedures

7. Definitions Functional Behavioral Assessment The first step in the FBA/FA-BIP process. FBA is a “fact finding” mission, a procedure for gathering information about a student in order to identify the function or purpose that behaviors serve. Functional behavioral assessment looks beyond the behavior itself. This process seeks to identify significant, pupil-specific social, affective, cognitive, and/or environmental factors associated with the occurrence (and non-occurrence) of specific behaviors.

8. Definitions Functional Analysis Functional analysis is conducted after behavioral data is gathered. It is the analysis of behavioral data which leads to hypothesis generation and identification of environmental factors, reinforcers and consequences which maintain student behavior.

9. Definitions Behavior Intervention Plan Intervention plan based on behavioral science which is designed to have a positive influence upon a child’s actions or behaviors. This plan should contain strategies to teach the student functionally equivalent replacement behaviors (i.e., behavior that serves the same purpose but is more acceptable.) A behavior intervention plan should contain positive strategies, program modifications and supplementary aids and supports required to address disruptive behaviors. Behavior intervention plans based on an understanding of "why" a student misbehaves are extremely useful in addressing a wide range of problem behaviors.

10. Purposes of FA-BIP • Defining and eliminating undesirable behaviors • To understand the function and structure of undesirable behaviors • To teach and promote alternative positive behaviors • FA-BIP is a process that is implemented when a student continues to exhibit challenging behaviors after school-wide supports have been implemented.

11. When should FA-BIP be used? • When universal or small-group interventions have not proven effective • When a more restrictive intervention, setting or program is necessary • When the student or others are at risk of harm or exclusion from school • When a serious behavior is repeated • When the student is determined to have an Emotional Disturbance (ED) • When legally required

12. FA/FA-BIP Process Flow Chart Follow the path to develop a successful Functional Analysis Behavior Intervention Plan: Start Team collaboration, direct and indirect data collection, baseline data, analyze data, hypotheses, function of behavior, identify pre-intervention strategies Schedule FA/BIP meeting team, parent, IEP Participants, agency partners, monitor facilitates, anyone records information Monitoring: What do we want to know? What is the simplest tool (s) to consistently use to collect data? Who, What, When, How? identify time frame, summarize data; strategies Identify target behaviors, refer to the starting point (data analysis) to answer the functional analysis questions ,what worked, purposes) of behavior, types of consequences Identify positive instructional behavior intervention strategies and techniques, based on targeted behavior, rewards, types of con- sequences, collect data, teach replacement behavior, coincide with IEP goals, criteria No behavioral change, reconvene, change interventions; reinforcement schedule SUCCESS! Fade external and environmental Reinforcers and negative consequences.

13. Functional Behavioral Assessment/Functional Analysis Where Do You Begin?

14. Components of Functional Behavior Assessment/Functional Analysis • Identification of Target Behavior • Setting • ABC of Behavior • Purposes/Function of behavior • Previous interventions • Environmental conditions • Positive reinforcement, as viewed by student

15. Dimensions of Behavior The FAB process requires analysis of: • Topography behavior (how the behavior looks) • Observable and measurable description • Duration (how long, amount of time) is identified • Frequency (how often, the number of times) it occurs • Intensity (how strong, the force or power ) • Latency (the time between trigger event and the behavior) • Target Behavior - behavior of concern that significantly interferes with a student’s ability to learn and teachers ability to provide instruction.

16. Types of Behavior “3 D’s” • Destructive Behavior – Harmful to the student and others, can be life threatening • Disruptive Behavior – Behaviors that interfere with learning and/or social relationships, such as crying, work refusal or leaving one’s seat. Disruptive behaviors may escalate into destructive acts. • Distracting Behavior – behaviors exhibited by a student that makes it difficult for other students to concentrate.

17. Problem Identification Collect Baseline Data Functional Analysis of Behavior Plan Evaluation Progress Monitoring Plan Development: Behavior Intervention Plan Data Collection Cycle

18. (FBA) Data Collection Methods and Tools FBA-FA data collection includes direct and indirect assessments. Direct Assessments consist of actually observing the problem behavior and describing the conditions or context that surround the behavior. - ABC Charts - Scatter-plots Indirect Assessments rely heavily upon the use of interviews with teachers and other adults who have direct contact with the student. Surveys, questionnaires and review of permanent products are also indirect methods. - Interviews - Behavior rating scales - Review of student records, work samples

19. Functional Assessment Interview

20. Functional Assessment Interview, p.2

21. Data Collection Tools • ABC Observation Form – A direct observation tool that collects information about antecedents, behaviors and consequences that maintain student behavior. • Anecdotal Records – Narrative recording of behaviors across settings. Anecdotal records are not a valid method for drawing conclusions about behavior, are primarily a means of initial documentation and information gathering. • Scatter Plot – A scatter plot is a chart or grid on which an observer records single events (e.g., number of student call-outs) or a series of events (e.g., teacher requests and student responses) that occur within a given context (e.g., duringteacher-led reading instruction, at lunch, on the playground). A scatter plot is used to identify patterns of behavior thatrelate to specific contextual conditions.

22. Data Collection Tools • Frequency Assessment (chart) – Records the number of occurrences a given behavior within a specific time period, often gathered using a tally sheet/chart. The B.O.S.S. (behavioral observation of students in schools) is a method of frequency assessment. • Duration Assessment (Chart) – Measurement of the total amount of time a student engages in a given behavior. Generally recorded in number of minutes. • Intensity or Magnitude Rating Scale – a method of rating a student’s behavior using a numerical scale. For example, a scale of 1-5, 1 reflect noncompliance while 5 indicates cooperation during the entire class period.

23. Behavioral Frequency: Discrete versus Continuous Behavior Discrete Behavior has a clear beginning and ending: - Hitting other students - Swearing - Completing assignments Continuous Behavior does not have a clear beginning and ending: - Off-task behavior - Angry mood - Pouting, withdrawal

24. Sample Recording Form: Duration

25. Data Collection Tools • Latency Chart – Indicates the length of time elapsed between a directive and the student’s response. • Extent of Time – The start and end time of a behavior reflecting the total number of occurrences. • Event Recording - A tally mark system which denotes the time and location of behavior. Behaviors are recorded using the ABC Model.

26. Sample Recording Form: Latency

27. Systematic Observation and Data Recording Tools and Methods The following tools may be used for collecting functional behavioral assessment data: • Informants, interviews, record review, systematic and direct observation • The Motivation Assessment Scale (MAS) Durand • The Instructional Environment System (TIES II) Ysseldyke • Screening for Understanding of Problem Behavior (Instructional Support System of Pennsylvania and the Pennsylvania Dept of Education) • Outcome Analysis (Cessna) • Functional Assessment Interview (O’Neill & Horner)

28. Systematic Observation and Data Recording Tools and Methods • Information Gathering Tool (Jackson & Leon) • Behavior rating scales (e.g. Connor, Achenbach; Quay & Peterson; BASC: Walker & McConnell, etc, • Self or team generated questionnaires • Antecedent, Behavior, Consequence (ABC): Direct observation recording tool Cooper 1987 • Functional Assessment Observation Form: Direct observation tool, multiple event recording log O’Neil 1997 • Informant Interview tool O’Neil 1997 • Scatter plot Analysis direct observation • Anecdotal Log, continuous written data recording

29. Purpose(s) of Behavior • Avoidance of Task or person • Escape a situation • Power struggle • Control of the environment • Revenge • To gain access to a specific item • Attention from peer (s) or teacher

30. Problem Behavior Questionnaire

31. Problem Behavior Questionnaire, Scoring Guide

32. Motivation for Student Behavior: Secondary Needs • Gregariousness: the need to associate with a group, to avoid solitary life. • Aggression: the need to assert oneself, to be counted. • Affiliation: the need to form relationships, to be liked by others, to be sought out. • Inquisitiveness: the need to question, to be curious, to pry.

33. Motivation for Student Behavior: Secondary Needs • Achievement: the need to succeed, to be recognized. • Power: the need to have control over one’s own or others’ lives. • Status: the need to be significant, to count, to be “somebody”. • Autonomy: the need to be one’s own boss, to be a leader.

34. “ABC Strategy” Understanding the Purpose(s) of Behavior

35. Behavior Pathway Chart What adult or peer Behavior will reinforce/ “feed” This goal behavior? What is the goal? (behavior) What adult or peer Behaviors are rein- forcing this behavior? (negative or positive Reinforcement) (consequence) What event or setting takes place prior to the target behavior? (Antecedent) What behavior are you targeting to Change? (behavior) What settings/context/ antecedents can you modify to make proactive changes in the environment to Make the target behavior Unnecessary? What new behaviors might you teach to the student to replace the current target behaviors? How might you change the adult’s behavior regard- Ing the original behavior and the new replacement behavior?

36. Problem Behavior Pathway Chart

37. Competing Behavior Pathway

38. ABC Observation Form

39. Helpful ABC Questions Antecedent: What happened before the problem? Where did it occur? When did it occur? Behavior: What does it look like? (describe the Frequency, Duration Intensity/Magnitude of the behavior) How often does the problem behavior occur? How long does it last? How serious is it? Or how intense is the behavior? Consequence: What happens after the problembehavior? (reactions and reinforcers) How do you react? How does the student react? How do other students react?

40. Triangulate FAB Data

41. Common Data Analysis Mistakes • Making assumptions about behaviors • Deducing conclusion from anecdotal evidence • Selecting weak reinforcers • Selecting a reinforcer which does not match the target behavior • Selecting ineffective instructional interventions • Lack of precision – imprecise terms and information • Lack of fidelity in data collection

42. Hypothesis Generation What, When, Where, Why questions Team Brainstorm Develop a hypothesis about the function a particular student behavior serves. What data sources are necessary to test your hypothesis?

43. Behavior Intervention Plan Development Use of Functional Analysis Data to develop interventions

44. Components of Behavior Intervention Plan (BIP • Specific behavior management plan generated after careful functional analysis of the functional behavioral assessment data. • Developed for the purpose of increasing desired student behaviors and reducing less desirable behavior. • Includes three categories of Interventions: Nonrestrictive, Restrictive and Highly Restrictive Interventions • Includes: Evidence based interventions and programs i.e. Social Skills training, social reinforces, rewards, charting, point based programs, rewards, consequences, Self- management techniques (Think Aloud), Applied Behavior Analysis, Contracts, DISTAR etc.

45. Interventions should be…. • Acceptable to teachers, not overly time consuming • Based upon your hypothesis; review possible maintaining factors and communicative intent of the behavior, as defined by the functional assessment and analysis • Emphasize positive interventions • Teach replacement behaviors to help student meet SEL standards and benchmark goals

46. Intervention Categories • Nonrestrictive Interventions : Least likely to involve isolation, physical discomfort, or psychological distress to the student and the use of the most normal type of procedures as is practical. Non-restrictive interventions do not require the development of a BIP, and can be part of school-wide positive behavior supports. • Self-Management Techniques - Encompass a range of internal and/or external activities a student may engage in that increase or decrease the probability of appropriate behaviors, these techniques are based upon cognitive behavioral theory. Examples include relaxation techniques and self-monitoring. • Restrictive Interventions – Used after a nonrestrictive intervention has proven ineffective, can adversely impact student learning. Should be used in conjunction with a positive intervention to strengthen a competing behavior.

47. Intervention Categories • Highly Restrictive Interventions: Associated with deprivation procedures, high risk of negative side effects and used as a last resort. • Emergency Situation: a situation which requires an immediate and restrictive intervention to protect students, other individuals or school property. These involve the threat of harm to the student or others.

48. Uses of Behavior Intervention Plans • Behavior Intervention Plans may be used at Tier III, for students within the General Education Setting in need of more intensive supports • Behavior Intervention Plans are also used within Individual Education Plans (IEP) for student’s with disabilities.

49. Incorporating the BIP within the IEP The Behavior Intervention Plan should: • Render the problem behavior irrelevant, ineffective and inefficient • Should enable the student to meet Social Emotional Learning Standards and benchmark goals • Empower the student to use alternative behavioral strategies to get his/her needs met

50. Types of Reinforcement • Positive Reinforcement – A satisfying or valued consequence (item or event) that follows or is produced by a behavior that results in the increased or sustained occurrence of the behavior. • Negative Reinforcement – the removal/ avoidance of a noxious item or event as a consequence of a behavior that results in the increased or sustained occurrence of the behavior. • Differential Reinforcement – Reinforcement for alternative or incompatible behaviors to the inappropriate behavior.