Increasing the Function of FBAs and PBSPs. Jennifer Briggs-Russell, LMSW, ASD/Behavior Consultant Stacie Hopkins-Schrumpf, LMSW, Behavior Consultant Muskegon Area Intermediate School District. August 12, 2014. MAISD Timeline.
Increasing the Function of FBAs and PBSPs
Jennifer Briggs-Russell, LMSW, ASD/Behavior Consultant
Stacie Hopkins-Schrumpf, LMSW, Behavior Consultant
Muskegon Area Intermediate School District
August 12, 2014
to local directors
Interventions based on an FBA
result in significant change
in student behavior.
(CARR et al., 1999, INGRAM, LEWIS-PALMER, & SUGAI, 2005)
Newcomer & Lewis, 2004
The Basic FBA to PBSP Process
1. Define the Problem Behavior
2. Conduct assessment for behavior support planning
a. Functional Behavioral Assessment
• Defining behavior in observable & measureable terms
• Ask staff and student about where, when, & why behavior occurs
• See the behavior during specified routines
• Hypothesize a final summary of where, when, & why behavior occurs
3. Design an individualized behavior support plan (BSP)
• Ensure technical adequacy
• Ensure contextual fit
4. Ensure Fidelity of Implementation
5. Monitor Plan Impact on Student Behavior
Adapt BSP and implementation as needed based on on-going monitoring
Adapted from Horner, Albin, Todd, Newton & Sprague, 2011
Basic vs. Complex FBA/PBSP
Building-Wide Professional Development
Define behavior in observable & measurable terms
Ask about behavior by interviewing staff & student
-specify routines where & when behaviors occur
-summarize where, when, & why behaviors occur
See the behavior
-observe the behavior during routines specified
-observe to verify summary from interviews
Hypothesize: a final summary of where, when & why behaviors occur
Infrequent events that affect value of outcome
Following events that maintain behaviors of concern
Preceding events that trigger
Observable behaviors of concern
Use a Competing Behavior Pathway to Identify Function-based behavior supports that:
Long Term/Final Outcome
Serve same function?
Is it easier?
Is it socially acceptable?
Short Term/Acceptable for now
ALL BEHAVIOR PLANS MUST…
When generating interventions we use
FUNCTIONto develop ideas to change A, B & C
Maintaining Consequence & Function
Function should guide selection of prevention strategies
Function should guide selection of alternative/ replacement behaviors
Function should guide selection of consequences: (+) and (-)
If the student is currently out of seat and off task for the most of the class period and is not turning in any completed assignments.
Intermediate Goals: Approximations
Leroy’s Long-Term Goal
Leroy will complete at least 80% of his assigned work in his math class with no more than 3 incidences of problem behavior (throwing materials, cursing) for one month.
Leroy will ask appropriately to cross off up to 60% of difficult math problems and will have no more than 3 problem behavior incidents for 2 consecutive weeks.
Leroy will ask appropriately for an easier task or for a “break” no more than 3 times during Math block with no more than 2 problem behavior incidents for 4 consecutive days .
Leroy’s Short-Term Goal
Leroy will ask appropriately for an easier task or for a “break” from difficult tasks without throwing materials or cursing at least 75% of the time as measured by a daily point card for 2 consecutive weeks.
Desired Behavior: Complete Multi-Digit Math Problems independently
Success on problems, more math tasks
Approximation Step #3: Ask for teacher help
Task too difficult
Asked to do multi-digit multiplication or division math worksheets
Approximation Step #2:
With permission student can cross off 60% of difficult items
Escape Difficult Math Tasks
Approximation Step #1: Ask for break using only 3 break tokens per period
Replacement Behavior: Ask for Break from Difficult Double Digit Tasks
FBA to PBSP Training Series
Pre & Post Test Data
MAISD 2013-2014Test Score Comparison