Functional Assessment Intervention System (FAIS) “Light Version”

1. Functional Assessment Intervention System (FAIS)“Light Version” Presented by: AVRSB Psychologists

3. FAIS Light = a behavioural assessment and program plan for “Yellow Zone” students

4. Positive Effective Behaviour Support (PEBS) Continuum of School-Wide .Instructional and Positive .Behaviour Support 5%TERTIARY PREVENTION Red Zone SECONDARY PREVENTION15% Yellow Zone PRIMARY PREVENTION  80% Green Zone

5. FAIS Light and PEBS • Every behaviour has a function. • Identify the function of the problem behaviour. • Teach an alternative behaviour that serves the same function. • Adapt environment to promote use of alternative behaviour. “Behaviour is predictable, thus preventable”

6. Programming Links:FAIS LIGHT AdaptationsFAIS (full) IPP

7. FAIS Light - Program Planning Process • Identification of student with behaviours of concern. • Exploration of classroom strategies by teacher / Problem-Solving meeting at school. • Referral to Program Planning Team meeting to complete the FAIS Light (parents, teachers, administrator, Guidance, School Psychologist, other Student Services staff as appropriate).

8. FAIS Light - Program Planning Process (cont.) • Follow-up Program Planning Team meetings to evaluate FAIS Light plan. • Next step: Monitor/Revise plan. The team may decide to refer to Behavioural Intervention Team.

9. Structure of FAIS Light • Identify Concern, Function, and Positive Alternative Behaviour. • Design Positive Support Plan. • Evaluate Progress and Plan Next Steps.

10. A. Identify the Priority Concern • What difficulty or problem is causing the greatest concern?

11. Criteria for Identifying and Describing the Priority Concern • Have the classroom teacher identify the concern that MOST interferes with the child’s productive functioning and the learning environment. • As a team, describe the concerns in concrete and observable terms, when it happens, and how it happens. • Ensure there is consensus regarding the behaviour description.

12. Examples of a Priority Concern: • Talking out during small group time. • Wandering around during independent work. • Insults classmates on the playground. • Easily agitated and prone to anger outbursts.

13. B. Identifying Context/Setting Conditions Describe distant or proximal situations that contribute to the behaviour. • Setting (e.g., hallways) • Task/Activity (e.g., large group) • Specific Triggers (e.g., adult request)

14. Check all context or setting conditions in which the student is most likely to have difficulties.

15. Identifying the Function of the Behaviour • As a team, identify the apparent functions (underlying reasons, intents, or pay-offs) that cause the behaviour of concern.

16. C. Identify the Function of the Behavior Check all that apply.

17. Escape/Protection (Avoid task; Escape Consequence) • Tantrum at the start of each structured activity. • Looks spacey when given math seatwork. • Lights a cigarette as principal walks by.

18. Gain Attention/Control(Focus attention on self/Control an event, situation, or person) • Pulls his scribbler from teacher’s hands. • Refuses to move out of her desk when requested. • Burps loudly in class. • Tells teacher off.

19. Other Functions: • Communication (Lack of skill or experience) - Withdraws from the group - Throws food that she doesn’t like • Affiliation/Affirmation (Become wanted or chosen) - Chooses “troublemakers” as friends. - Acts silly to be popular. - Bullies other students to belong in negative peer group.

20. Other Functions: • Self-Expression (Express feelings or needs) - Draws pictures of serial bombings or weird fantasies. • Gratification (Feels good, rewards self) - Hoards the computer. - Refused to give up a toy in class.

21. Other Functions: • Justice/Revenge (Settle a score, restitution) - Destroys another’s work. - Grabs toys or objects from others. - Engages in physical aggression. • Sensory Stimulation (Neurological needs or problems) - Sucks on clothes or clothing items. - Taps foot constantly. - Rocks body.

22. D. Identify Competencies and Positive Alternatives • Describe social or academic competencies that may serve as a positive alternative for the concern.

23. Designing the Positive Support Plan • Environmental strategies • Teaching strategies • Altered Response strategies

24. Environmental Strategies • Environmental strategies prevent or minimize the occurrence of the prioritized concern by adjusting or modifying the features of the classroom, school, or home environment.

25. Types of Environmental Strategies: • Problem Preventers • Modifying Classroom Arrangements • Optimizing Rules, Routines, and Transitions • Techniques for Matching Instructional Demand with Learning Capability

26. A. Environmental Strategies: Problem Preventers • Signal Interference • Child Cues • Flexible Planning • Proximity Control • Cooperation Boosting

27. A. Environmental Strategies: Problem Preventers (cont.) • Remove Nuisance Objects • Humour or Comic Relief • Hurdle Helping or Joining with the Child • Bother Bouncing

28. A. Environmental Strategies: Problem Preventers (cont.) • High Probability Requests • Touch Control • Foreshadow

29. Environmental Strategies: Modifying Classroom Environment • Seating Arrangement • Adult Presence • Optimize Room Arrangement

30. Environmental Strategies: Optimizing Rules, Routines, and Transitions • Clarify Directions and Expectations • Provide Equivalent Choices • Scaffold Prompts and Practice

31. Environmental Strategies:Optimizing Rules, Routines, and Transitions • Schedules and Routines • Consensus Classroom Rules • Streamline Transitions

32. Environmental Strategies: Techniques for Matching Instructional Demand and Learning Capability • Task-Skill Matching • Class-Wide Peer Tutoring

33. Teaching Strategies • Designed to teach children positivealternative behaviours that meet the same need as the challenging behaviour. • Examples of competencies a child may need to develop include learning how to request assistance, how to communicate a need, how to interact with a peer, or how to complete a classroom task.

35. Types of Teaching and Competence Strategies: • Peer-mediated strategies • Teacher-mediated strategies

36. Instruction in relaxation skills is an example of a teaching strategy.

37. A. Teaching and Competence Strategies: Peer-Mediated Strategies • Peer Proximity • Peer Prompting • Peer-Initiation • Guidelines for Using Peer-Prompting and Peer Initiation • Peer Buddies

38. B. Teaching and Competence Strategies: Teacher-Mediated Strategies • Social Stories and Puppets • Empowering Roles • Structured Games or Play Groups • Friendship Activities

39. Altered Response Strategies • Teacher’s response is altered. • Designed to minimize the occurrence of challenging behaviour by responding effectively AFTER behaviour occurs.

41. Altered Response Strategies: Proven Positive Responses • De-escalate and Resist Conflict • Promote Peace • Catch Being Good • Counter Conflict With Consequences for Caring

42. Example of an Altered Response Strategy:

43. Altered Response Strategies: Proven Positive Responses (cont.) • Negotiate Response Choices • Reframe with Empathy • Encourage Coping

44. Altered Response Strategies: Proven Positive Responses (cont.) • Natural and Logical Consequences • Praise Effectively

45. The Problems with Punishment (negative consequence) • It is a stopgap measure that may temporarily suppress the behaviour but does not address the “why” or function behind the behaviour. • It does not provide guidance to students by indicating what they should do differently to meet their needs. • It is associated with unwanted side effects – aggression, avoidance, or emotional outbursts. • It often leads to an INCREASE in the very behaviour targeted to decrease.

46. Altered Response Strategies: Guidelines for Judicious Use of Negative Consequences • Use infrequently and Only as Transition Tools • Rehearse Consequences • Balance with Positive • Think About How Given

47. Developing the Positive Support Plan • As a team, brainstorm positive support strategies (i.e., environmental, teaching, and altered response strategies) to reinforce the positive alternative behaviour. • Enter a few feasible strategies into the Positive Support Plan table.

48. Evaluate Progress and Plan Next Steps • On the review date, Program Planning Team meets. • Describe student’s current progress with the behavioural adaptations. • Summarize strategies that facilitated progress. • Summarize strategies that impeded progress. • Plan next steps. Monitor/Revise plan. The team may decide to refer to Behavioural Intervention Team.

50. Student with Behaviours of Concern • Meet Alexander: Alexander exhibits physical aggression (e.g., hitting, yelling), verbal aggression (e.g., taunting), and defiance daily toward peers and playground supervisor on the playground (i.e., recess periods). Alexander is rejected by his peers (e.g., plays alone, seldom chosen as partner) daily within the classroom.