Iowa Behavioral Alliance March 2007 Training Des Moines, Iowa

1. Iowa Behavioral AllianceMarch 2007 TrainingDes Moines, Iowa Functionally Based Interventions Functional Behavioral Assessment and Developing Positive Behavioral Support Plans

2. Functional Behavior Assessment Outcomes Define Functional Behavior Assessment (FBA) Understand the Link between FBA and Behavior Intervention Planning Define the components of a Behavior Intervention Plan Understand how basic behavior principles work together KEY POINTS Think differently about behavior problems Be thinking about how to apply this information to kids you work with Even though we talk about this as a process it really is a way of thinkingKEY POINTS Think differently about behavior problems Be thinking about how to apply this information to kids you work with Even though we talk about this as a process it really is a way of thinking

3. What do we know Write down everything you know about FBA and Positive Behavior Support Plans/Behavior Intervention Plans (2 minutes) What is the role of your SW-PBS team in regard to intensive behavior interventions? (2 minutes) My experience tells me that it takes time to become efficient at understanding FBIs. Finding a way to efficiently pull together functional assessment data and being creative about developing support plans that can be implemented, yet are technically sound. The more you do the better. My experience tells me that it takes time to become efficient at understanding FBIs. Finding a way to efficiently pull together functional assessment data and being creative about developing support plans that can be implemented, yet are technically sound. The more you do the better.

4. KEY slide: Typically schools pay attention to the student(s) who are the most challenging. However, when these students improve, they find themselves right back in the same environment that may have contributed to the challenging behaviors in the first place. The SW-PBS model begins with first addressing the entire school context (universal). After clear expectations are established for all students, a positive predictable environment is established. Then the needs of at-risk and high-risk students can be more successfully addressed. KEY slide: Typically schools pay attention to the student(s) who are the most challenging. However, when these students improve, they find themselves right back in the same environment that may have contributed to the challenging behaviors in the first place. The SW-PBS model begins with first addressing the entire school context (universal). After clear expectations are established for all students, a positive predictable environment is established. Then the needs of at-risk and high-risk students can be more successfully addressed.

7. Establishing the Foundation for Functionally Based Interventions (FBA and Positive Behavior Support Plans) Knowledgeable teams Goals are focused on valued outcomes Practices are technically sound Practices have a strong contextual fit FIRST BULLET: FIRST BULLET:

8. Knowledgeable Teams About individual interventions and behavior technology (behavior principles and elements of behavior) About the context in which the behavior occurs About the individual (interests, strengths, behavior, unique challenges) Context � instruction, curriculur focus, setting demands, social contingencies, schedule, physical settingContext � instruction, curriculur focus, setting demands, social contingencies, schedule, physical setting

9. Valued Outcomes Not just focused on reduction of problem behavior. Goals are related to learning more appropriate behaviors and improved social outcomes

10. Technically Sound Plans Elements are consistent with general behavior principles Related to the components of the functional behavioral assessment Related to the School Wide Behavioral Expectations

11. Contextual Fit Those who implement the plan should Know the plan Have the skills to implement the plan Be provided administrative support for the plan Assume the plan will be effective Consider the plan �doable� Team receives continuous feedback on implementation of the plan and student progress.

12. Functional Assessment Data is collected through a variety of methods A hypothesis about the behavior is developed A comprehensive (multi-component) support plan is developed that addresses the unmet needs and behavior(s) of concern. In other words�it is based on the hypothesis What is working? What do we need to change? Modify and evaluate, modify and evaluate.Functional Assessment Data is collected through a variety of methods A hypothesis about the behavior is developed A comprehensive (multi-component) support plan is developed that addresses the unmet needs and behavior(s) of concern. In other words�it is based on the hypothesis What is working? What do we need to change? Modify and evaluate, modify and evaluate.

13. What is a Functional Assessment? Functional Behavior Assessment is a process for identifying the events that reliably predict and maintain problem behavior.

14. Need Something More Specific? A process of collecting purposeful information that will help determine the environmental situations (antecedents and setting events) that trigger behaviors and helps identify the functions and consequences that maintain a child�s behavior. Function = purpose or reason Antecedents � immediately trigger problem behaviors (presenting a difficult task, direct teacher requests, sarcasm, waiting in line, being told what to do). (FAST TRIGGERS) Setting events � refers to physical setting characteristics (noise level, temperature), physiological characteristics of the child (colds, fatigue), and events that occur prior to and distant from the problem behavior. (SLOW TRIGGERS) SE can influence whether or not Antecedents will trigger a problem behavior. Antecedents � immediately trigger problem behaviors (presenting a difficult task, direct teacher requests, sarcasm, waiting in line, being told what to do). (FAST TRIGGERS) Setting events � refers to physical setting characteristics (noise level, temperature), physiological characteristics of the child (colds, fatigue), and events that occur prior to and distant from the problem behavior. (SLOW TRIGGERS) SE can influence whether or not Antecedents will trigger a problem behavior.

15. Setting Events: situation unique to the individual that make problem behavior more likely or more intense (i.e., illness, tired, hunger, math class, PE, problems at home). Antecedents: Stimuli that precede and trigger behavioral events When given the assignment to complete Ryan leaves his seat. When asked a question during class Stephanie puts her head down. Maintaining Consequences: stimuli that follow a behavioral event that increase the likelihood that the behavior will be maintained or increased.

16. Common Functions To gain attention or access to social interaction access to activities, objects, food access to stimulating events To terminate or avoid unwanted situations Social interaction: attention, power, revengeSocial interaction: attention, power, revenge

17. Functional Behavioral Assessment � Primary Purpose Is to improve the effectiveness and efficiency of behavior support (create order out of what seems to be chaos). Problem behaviors serve a purpose (function). If that purpose is not addressed in the behavior support plan, another problem behavior, serving the same purpose as the first is likely to occur

18. Getting Started� Defining the behavior(s) Determining the hypothesis Testing the hypothesis Writing a positive behavior support plan Analyzing the plans effectiveness

19. Defining Problem Behavior Clear observable, measurable and objective description of the behavior Observable Measurable dimension(s) Frequency Duration Latency Intensity What it looks like (topography)

20. Observable and Measurable? Hyperactive Aggressive Delinquent Psychotic Irresponsible 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

21. What is the Hypothesis? Explains why a behavior occurs by� describing antecedents and setting events associated with the behavior and identifying the possible function (purpose) of a behavior. Working unit of the FBA* Offers a logical explanation for a problem behavior and guides the development of a positive behavioral support plan. REMEMBER � Interventions without good hypothesis are less likely to be successful. Offers a logical explanation for a problem behavior and guides the development of a positive behavioral support plan. REMEMBER � Interventions without good hypothesis are less likely to be successful.

23. How do I develop a Hypothesis? By collecting information through interviews and observations that answer important questions about the behavior(s) of concern. How thorough must my interviews and observations be? If you can answer the key questions then you can probably move on to developing the hypothesis.

24. Hypothesis Development - Key Questions What is he/she doing that is of concern (define the behavior)? What sets off this behavior? What is going on when he/she engages in the behavior? When is the person most likely to engage in the behavior? What situations appear to be contributing to the problem situation? When is the student less likely to engage in the problem behavior? What do you do when the behavior occurs? What do peers do when the behavior occurs? What happens immediately after the behavior occurs? What does he/she get or access by behaving this way? What does he/she avoid?

26. Conducting a Full Functional Behavior Assessment Interviews (Line of Inquiry or Questioning) Observations using Antecedent Behavior and Consequence (ABC) forms Motivation Assessment Scale (http://www.monacoassociates.com/mas/index.html) Problem Behavior Questionnaire (Lewis, Scott, Sugai) FBA Summary Form (Schaefer, Hall-Schmeckpeper, Mullenberg) Review of ODR data Have FBA summary form and PBQ forms open. Link to SWIS dataHave FBA summary form and PBQ forms open. Link to SWIS data

27. Hypothesis Let�s practice�

34. Examples of Specific Hypothesis Statements Gaining Attention When her peers are not playing with her and she is alone for 5 minutes, Susan will make animal noises to gain their attention. Escape When he is asked to complete a difficult writing task, Mark will throw himself to the floor to escape the task Gaining Tangibles When he is told that he can�t do something that he wants to do, Joe will tell his caregiver that they are �not fair and abusing him� in an attempt to get permission to do the activity that he wants to do.

35. Examples of Specific Hypothesis Statement Gaining Sensory Feedback When he is alone with no interesting activities or materials for more than 5 minutes, Charles will grab paper, twist it into a long, thin, roll and tap it on his hand to gain sensory feedback. Communicating Illness When Ross is getting an ear ache he will bite others to express his discomfort and illness.

36. Examples of Specific Hypothesis Statement Setting Events When Mike receives fewer that 8 hours of sleep, he will lay down on the floor and refuse to move when asked to complete difficult work to escape the activity. When Julie�s morning routine is disrupted and she is late to school, she will shake her head and refuse to complete assigned work tasks to express her anxiety to the disruption in her routine.

37. Avoid Explanatory Fictions Anita�s aggressive because she is angry. Bert doesn�t come to school because he has separation anxiety Barbara can not develop relationships with adults because she has an attachment disorder. Ericka doesn�t have friends because he is emotionally disturbed. Yolanda attacks peers on the playground to get revenge.

38. Consider the �Big Picture� � Global Hypothesis Consider broader influences Linked to Health Individual Skills Routines Overall quality of life Family life General adaptive and functional skills Social/Emotional concerns Health/Medical issues Big Life EventsFamily life General adaptive and functional skills Social/Emotional concerns Health/Medical issues Big Life Events

39. Through Consultation 1 to 1 with teacher Informal Focus � intervention plan Limited Hypothesis Development

40. At Building Level Teams(S.T.A.T, CARE conferences, etc.) Semi-Informal Focus � intervention plan More information gathered, therefore more defined hypothesis which drives the behavior plan.

41. Students With IntensiveBehavioral Needs Knowledgeable Team Formal data collection � Functional Behavior Assessment (informants, observations) Hypothesis developed Intervention plan linked to the hypothesis

42. Functional Assessment Data is collected through a variety of methods A hypothesis about the behavior is developed A comprehensive (multi-component) support plan is developed that addresses the unmet needs and behavior(s) of concern. In other words�it is based on the hypothesis What is working? What do we need to change? Modify and evaluate, modify and evaluate.Functional Assessment Data is collected through a variety of methods A hypothesis about the behavior is developed A comprehensive (multi-component) support plan is developed that addresses the unmet needs and behavior(s) of concern. In other words�it is based on the hypothesis What is working? What do we need to change? Modify and evaluate, modify and evaluate.

43. 4 Problems if BIP is not linked to the function of the behavior The intervention may strengthen the problem behavior through positive reinforcement. The intervention may strengthen the problem behavior through negative reinforcement. The intervention may be irrelevant to the behavior. The intervention may not reinforce more socially appropriate behavior.

44. So�What�s the BIP

45. 6 Key Components of a BIP Antecedent and setting event modifications Teaching alternative skills Consequence interventions Lifestyle interventions Support for team members Progress monitoring

46. Antecedent/Setting Event Interventions How can the antecedent or setting events be changed so that problem behaviors can be prevented? What can be added to daily routines to make desired behaviors more likely and situations more pleasant for the student? Antecedent interventions provide immediate relief from frustrating or problematic situations. They also provide the opportunity to teach alternative skills and build supportive environments instead of reacting to the student in crisis.Antecedent interventions provide immediate relief from frustrating or problematic situations. They also provide the opportunity to teach alternative skills and build supportive environments instead of reacting to the student in crisis.

47. Antecedent Setting EventExample Teach George the words to use to ask to do something later. Pre-Corrects - Provide reminders at the beginning of class and before activities about the words he can use - not when he is beginning to react.

48. Teaching Alternative Skills Fundamental Rule �You should not propose to reduce a problem behavior without also identifying alternative, desired behaviors person should perform instead of problem behavior� (O�Neill et al., 1997, p. 71).

49. 3 Ways to Teach Alternative Skills Specific Replacement skills General Skills Coping and Tolerance Skills

52. We are not reinforcing the problem behavior. Rather, we are reinforcing the acquisition and use of a socially acceptable alternative skill/behavior that serves the same function as the problem behavior. Terry Scott Once the student learns that an alternative can be more or at least as effective in bringing about desired results, problem behavior are less likely to occur. Teaching replacement skills can bring about an immediate change for the student, however, this approach is limited because it does not address the underlying reasons for the problem behavior.Once the student learns that an alternative can be more or at least as effective in bringing about desired results, problem behavior are less likely to occur. Teaching replacement skills can bring about an immediate change for the student, however, this approach is limited because it does not address the underlying reasons for the problem behavior.

53. General Skills Broad skills that alter problem situations and prevent the need for problem behaviors. Teaching organizational or social skills

54. Coping and Tolerance Skills that teach students to cope with or tolerate difficult situations. Relaxation techniques Self-talk Counting to 10

55. Alternative Skills - Critical Points Do-able Efficient Serves the same function Socially appropriate

56. Alternative SkillExamples How to ask if he can do something later � �Can I do this later?� or �Do I have to do this now?�

57. Consequence Interventions Reinforce the students use of alternative skills or desired behavior. They are used to reduce the effectiveness of problem behaviors - prevent from reinforcing the problem behavior Goal of consequence interventions is to teach students that: Alternative skills are a better strategy for bringing about desired results Problem behaviors are ineffective, inefficient, or socially unacceptable t means for achieving goals.Goal of consequence interventions is to teach students that: Alternative skills are a better strategy for bringing about desired results Problem behaviors are ineffective, inefficient, or socially unacceptable t means for achieving goals.

58. 3 Guiding Questions How will you reinforce the use of alternative skills so they become more effective than the problem behavior? How will you respond so that the student learns that the problem behavior is no longer effective or desirable? What can be done to deescalate crisis situations and protect the student and others from harm?

59. Reinforcing New SkillsExamples Teacher �spots� him when he asks appropriately to do something later.

60. Responding to the Inappropriate Behavior - Examples Ignore wiggling, movement, talk backs, and other behaviors not disruptive to the learning of others. When George�s behaviors are disruptive to others the teacher will use 1-2-3 Magic approach, which provides two reminders prior to removing him from the classroom.

61. Long Term Strategies(Big Picture) Family Supports Health and Mental Health Issues Significant Skill Deficits Examples Parents to consider involving George in out of school activities where he can spend time with other children of the same age.

62. Is the Plan Working Progress Monitoring

64. Progress Monitoring Made Easy Are they doing less of what you don�t want? Are they doing more of what you want? Are there other changes you would want to see as a result of this plan?

65. Monitoring Progress(More or Less) What�s the simplest form of data that will answer our question? Frequency Duration Latency Intensity

66. Example of Frequency

67. Example of Intensity

68. Example of Duration

70. 6 FBA Misrules Only one way to conduct FBA�. FA process is basically same Methods for collecting data may vary

71. Must do everything every time�. Base FBA activity on what you know FBA is systematic planning process

72. Everyone has to know how to do a full FBA�. Small number of people must have high fluency. All people must know process & what to expect. Some individuals must work on sustainability.

73. 4. FBA is it�.. One component of comprehensive plan of behavior support.

74. 5. FBA is only for students with disabilities� Process for behavior of all individuals across multiple settings

75. 6. �Power,� �authority,� �control,� etc. are functions�. 2 research validated functions Pos. & Neg. Reinf.

76. Assessment Without Purpose